University of South Carolina Aiken
2008-2009 Undergraduate and Graduate Programs Bulletin
471 University Parkway
Aiken, South Carolina 29801
Local: (803) 648-6851 From Augusta: (803) 278-1967
Web Address: http://www.usca.edu
E-mail Address: admit@usca.edu
2008-2009 Academic Calendar
Undergraduate Calendar
Graduate Calendar
FALL SEMESTER, 2008
Wednesday-Thursday, July 9-10
Wednesday-Thursday, July 30-31
Sunday-Tuesday, August 17-19
Tuesday-Wednesday, August 19-20
Thursday, August 21
Wednesday, August 27
Monday, September 1
Wednesday, September 3
Friday, September 5
Thursday, October 9
Thursday-Friday, October 9-10
Wednesday, October 15
Thursday, October 16
Tuesday, November 4
Wednesday-Friday, November 26-28
Friday, December 5
Saturday-Sunday, December 6-7
Monday-Friday, December 8-12
Thursday, December 11
New Student Orientation #1
New Student Orientation #2
New Student Orientation #3
Registration
Classes begin
Last day to withdraw or drop without receiving a “W”
Last day to invoke/revoke audit option
Labor Day Holiday--the University will be closed
Last day to submit Junior Writing Portfolio
Last day to apply for December graduation
Midpoint in the Semester
Fall Break--no classes held
Grad Finale
Last day to withdraw or drop without receiving a “WF”
Last day to elect/revoke the pass/fail option
Election Day--no classes held
Thanksgiving break--no classes held
Classes end
Reading days
Final exams
December Convocation
SPRING SEMESTER, 2009
To Be Determined
Friday, January 9
Monday, January 12
Friday, January 16
Monday, January 19
Wednesday, January 28
Friday, January 30
Monday, March 2
Wednesday, March 4
Friday, March 6
Monday-Friday, March 9-13
Thursday, April 16
Monday, April 27
Tuesday-Wednesday, April 28-29
Thursday-Wednesday, April 30 - May 6
Thursday, May 7
New Student Orientation
Registration
Classes begin
Last day to withdraw or drop without receiving a “W”
Last day to invoke/revoke audit option
Martin Luther King, Jr. Holiday--the University will be closed
Last day to submit Junior Writing Portfolio
Last day to apply for May graduation
Midpoint in the Semester
Grad Finale
Last day to withdraw or drop without receiving a “WF”
Last day to elect/revoke the pass/fail option
Spring Break--no classes held
Annual Academic Convocation
Classes end
Reading days
Final exams
Commencement Exercises
For the USCA Graduate Program
FALL SEMESTER, 2008
Thursday, August 21
Classes begin
Monday, September 1
Holiday -- Labor Day -- the University
will be closed
Friday, September 5
Last day to apply for December
graduation
Thursday-Friday, October 9-10
Fall Break -- no classes held
Wednesday-Friday, November 26-28
Thanksgiving Break--no classes held
Friday, December 5
Classes end
Monday-Friday, December 8-12
Final Exams
Thursday, December 11
December Convocation
SPRING SEMESTER, 2009
Monday, January 12
Classes begin
Monday, January 19
Holiday--Martin Luther King, Jr.-the University will be closed
Friday, January 30
Last day to apply for May graduation
Monday-Friday, March 9-13
Spring Break--no classes held
Thursday, April 16
Annual Academic Convocation
Monday, April 27
Classes end
Thursday-Wednesday, April 30 - May 6
Final Exams
Thursday, May 7
Commencement Exercises
MAYMESTER, 2009
Monday, May 11
Monday, May 25
Tuesday, May 26
Wednesday, May 27
Classes begin
Memorial Day - Classes will be held
Classes end
Final exams
SUMMER SESSION I, 2009
(TENTATIVE)
Thursday, May 28
Monday, June 1
Friday, June 5
Tuesday, June 30
Wednesday-Thursday, July 1-2
Friday, July 3
Registration
Classes begin
Last day to apply for August graduation
Classes end
Final exams
Independence Day Holiday--the University will be closed
SUMMER SESSION II, 2009
SUMMER, 2009
For Summer 2009 graduate dates as well as a
more detailed listing of all graduate dates, contact
the USCA Graduate Office at
(803) 641-3489.
OTHER GRADUATE PROGRAMS
For more information on programs offered
through Extended Campus or the Professional
MBA program, contact the USCA Graduate
Office at (803) 641-3489.
(TENTATIVE)
Thursday, July 2
Monday, July 6
Tuesday, August 4
Wednesday-Thursday, August 5-6
Saturday, August 8
Registration
Classes begin
Classes end
Final exams
Commencement (Columbia Campus)
All dates included here are for primary session A002. For withdrawal and
refund dates, consult the Master Schedule of Classes published two weeks
prior to Priority Registration each semester.
Consult the Master Schedule of Classes for
session information regarding various course
deadlines and refund schedules.
Table of Contents
The University ........................................................................................................................................ 1
Undergraduate Admission .................................................................................................................... 7
Student Life .......................................................................................................................................... 13
Fees and Refunds ................................................................................................................................. 20
Financial Aid and Scholarships .......................................................................................................... 25
Academic Regulations ......................................................................................................................... 30
Academic Programs ............................................................................................................................. 46
College of Humanities and Social Sciences ....................................................................................... 53
Department of Communications ...................................................................................................................... 53
Department of English ..................................................................................................................................... 57
Department of Languages, Literatures and Cultures ...................................................................................... 63
Department of History, Political Science, and Philosophy ............................................................................. 68
Department of Sociology ................................................................................................................................. 75
Department of Visual and Performing Arts ..................................................................................................... 80
Other Courses Offered by the College of Humanities and Social Sciences ..................................................... 93
College Of Sciences .............................................................................................................................. 94
Ruth Patrick Science Education Center .......................................................................................................... 94
Department of Biology and Geology ............................................................................................................... 95
Department of Chemistry and Physics .......................................................................................................... 103
Department of Exercise and Sports Science .................................................................................................. 106
Department of Mathematical Sciences .......................................................................................................... 109
Department of Psychology .............................................................................................................................. 116
Pre-Professional Programs ............................................................................................................... 121
School of Business Administration ................................................................................................... 122
School of Education ........................................................................................................................... 129
Teacher Certification Program for Degreed Applicants ............................................................................... 130
Undergraduate Programs in Education ........................................................................................................ 132
School of Nursing ............................................................................................................................... 152
BSN Generic Track ........................................................................................................................................ 153
BSN Completion Track ................................................................................................................................... 155
Graduate Programs ........................................................................................................................... 159
Master of Education Degree in Elementary Education ................................................................................. 159
Master of Education Degree in Educational Technology .............................................................................. 165
Master of Science Degree in Applied Clinical Psychology ........................................................................... 168
Faculty Listing ................................................................................................................................... 173
Index ................................................................................................................................................... 179
Policies, procedures, requirements, and descriptions contained in this bulletin are subject to change without notice and may be
obtained via consultation with the Office of the Executive Vice Chancellor for Academic Affairs.
The University of South Carolina Aiken does not discriminate in educational or employment opportunities or decisions for
qualified persons on the basis of race, color, religion, sex, national origin, age, disability, sexual orientation, or veteran status. The
University of South Carolina Aiken has designated as the ADA Title II, Section 504 and Title IX coordinator the Executive
Assistant to the President for Equal Opportunity Programs. The Office of the Executive Assistant to the President for Equal
Opportunity Programs is located at 1600 Hampton Street, Columbia, SC; telephone 803-777-3854.
The University of South Carolina Aiken is accredited by the Commission on Colleges of the Southern Association of Colleges and
Schools to award baccalaureate and master’s degrees.
Any person who feels they qualify for special accommodations due to physical, learning or psychological disability should contact
the Office of Disability Services at (803) 641-3609 for a free, confidential interview.
Produced by the USCA Office of the Registrar
Cover Design by USCA Student Farren D. Crisp
The University
M
ISSION STAT E M E N T
F
ounded in 1961, the University of South Carolina Aiken
(USCA) is a comprehensive liberal arts institution committed
to active learning through excellence in teaching, faculty and
student scholarship, research, creative activities and service. In this
stimulating academic community, USCA challenges students to
acquire and develop the skills, knowledge, and values necessary for
success in a dynamic global environment.
The University offers degrees in the arts and sciences and in the
professional disciplines of business, education, and nursing. All
courses of study are grounded in a liberal arts and sciences core
curriculum. USCA also encourages interdisciplinary studies and
collaborative endeavors.
Emphasizing small classes and individual attention, USCA provides
students with opportunities to maximize individual achievement in
both academic and co-curricular settings. The institution challenges
students to think critically and creatively, to communicate effectively, to learn independently, and to acquire depth of knowledge in
chosen fields. The university values honesty, integrity, initiative,
hard work, accomplishments, responsible citizenship, respect for
diversity, and cross-cultural understanding.
USC Aiken attracts students of varying ages and diverse cultural
backgrounds who have demonstrated the potential to succeed in a
challenging academic environment. In addition to serving the
Savannah River area, USCA actively seeks student enrollment from
all parts of South Carolina as well as from other states and countries.
As a senior public institution of the University of South Carolina,
USCA combines the advantages of a smaller institution with the
resources of a major university system. Located in beautiful, historic
Aiken, South Carolina, USCA is an institution of moderate size
(2,500-5,000 students) that offers baccalaureate degrees in a number
of disciplines, completion baccalaureate degrees at University of
South Carolina regional campuses, and master’s degrees in selected
programs.
USCA endeavors to apply knowledge, skills and wisdom in ways that
promote the common good. Accordingly, the University seeks to
build strong community ties. The institution enriches the quality of
life not only on campus but also throughout the surrounding region
through a variety of activities including the fine and performing arts,
athletics, continuing education, distance learning, and community
service. In fulfilling its role as an institution of higher learning, the
University of South Carolina Aiken is a community of individuals
engaged in broadly based educational experiences necessary for an
enlightened society.
V ISION STAT E M E N T
USC Aiken’s vision for the future flows from its institutional
mission, its statement of core values, and its strategic goals and
objectives.
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Emphasize collegiality, civility, cooperation and collaboration within a nurturing campus community where there is
mutual support to grow and excel
Honor human diversity and respect differences
Encourage integrity, honesty, and accountability, and
foster responsible citizenship and working for the
common good
Sustain a strong academic support system for all students
and offer quality curricular and co-curricular programs that
prepare students to be citizen leaders and effective
participants and contributors in a dynamic global society
Maintain a moderately-sized campus where students can
expect an optimal faculty-student ratio and individual
attention
Maintain a campus environment that supports creativity
and productivity
Inspire all members of the campus community to
participate in supporting the institutional mission
Demonstrate commitment to the effective and efficient
use of resources and the wise use of technology
Continue to foster and protect strong community ties and
to enrich the lives of all community members
V ALUES STAT E M E N T
USCA embraces the following values:
1. A High Quality Learning Environment.
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We seek to impart a broad range of skills, knowledge,
and wisdom
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We aim to maximize each student’s potential
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We expect and value high quality teaching and
individualized attention from faculty and staff
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We expect and value high quality scholarship and
creative endeavors by faculty
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We encourage
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Critical thinking
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Independent learning
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An understanding of the connections between
the liberal arts and discipline-specific courses
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Curiosity and a love of continual learning
2.
Collegiality
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We aspire to be a nurturing community where people
support one another in their efforts to learn and
excel
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We encourage cooperation, collaboration and
collegiality
3.
Character
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We expect integrity, honesty and taking
responsibility for our actions
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We embrace diversity and encourage respectfulness
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We encourage initiative, effort, and pride in hard
work and accomplishments
The University of South Carolina Aiken ranks among the top
comprehensive public institutions in South Carolina and the
Southeast. At USC Aiken, we:
•
Emphasize excellence in teaching and collaborative
learning experiences, stressing the connections between
the liberal arts and professionally based courses
•
Encourage and support high quality scholarly and creative
endeavors
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4.
Citizenship
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We strive to foster in students an understanding of
the rights and responsibilities associated with
membership in a community
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We seek to develop responsible citizenship and
working for the common good
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We advocate involvement and partnerships with our
external constituents to promote meaningful
engagement and applied learning
H ISTORY
Under authority granted by the South Carolina General Assembly, the
Aiken County Commission for Higher Education entered into an
agreement with the University of South Carolina in 1961 to
establish a two-year, off-campus center of the University in Aiken
County. A small cadre of faculty and staff was assigned the mission of
establishing a college community. The campus opened its doors in
September 1961 with 139 students, three full-time faculty members,
and a secretary. Mr. Chris Sharpe served as the first Director of the
University of South Carolina Aiken Center, which was housed in
Banksia, a renovated mansion in the City of Aiken. In 1962, Mr.
Bill Casper was appointed Director of the Center.
Initially, the Center offered only freshman- and sophomore-level
courses. In 1968, the Center underwent an institutional self-study
and was accredited by the Commission on Colleges of the Southern
Association of Colleges and Schools to award associate degrees as a
branch of the University of South Carolina and as a junior college.
The first associate degrees were awarded in June 1968.
In 1968, the South Carolina General Assembly authorized a bond
issue to purchase a new site for the campus. After an extensive
search, the Aiken County Commission for Higher Education
purchased property from the Graniteville Company in 1970 for a
new campus location. The campus moved from Banksia to its
present site in 1972. All educational and student life programs were
initially housed in one large, multi-purpose administration/classroom
building, which was renamed the Robert E. Penland Administration
and Classroom Building in 1999. The building features an open
courtyard with a sculpture by artist Charles Perry. The sculpture,
“Double Knot,” was designed as a symbol of the University’s close
ties with the local community.
In 1972, the Gregg-Graniteville Foundation and the Swint
Foundation contributed $400,000 to establish a library on campus.
This was the largest contribution ever made to a library in the state
at that time. The Gregg-Graniteville Library was completed in
1975.
When student enrollment reached 1,066 in the fall of 1975, the
Aiken Branch was permitted to plan senior-level courses, as well as
to create a number of baccalaureate degree programs. A new
agreement between the Board of Trustees of the University of South
Carolina and the Aiken County Commission for Higher Education
provided for direct involvement of the Aiken faculty in the
development of academic programs. In 1976, the Student Activities
Center, housing a gymnasium, bookstore, and food service facilities,
was completed. In September 1976, the Board of Trustees granted
academic autonomy to the Aiken campus. The institution was fully
accredited as a senior college by the Commission on Colleges of the
Southern Association of Colleges and Schools and granted its first
baccalaureate degrees in 1977.
In 1977, a classroom-office building, later named the Humanities and
Social Sciences Building was completed. An operations/maintenance
building for auxiliary services was completed in 1978.
The 1980s marked a change in leadership as Mr. Bill Casper
announced his retirement as Chancellor of the institution after 20
years of service. Dr. Robert E. Alexander was named Chancellor of
the University of South Carolina Aiken in 1983.
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The 1980s and 1990s included the completion of a number of
construction projects on campus. An addition to the GreggGraniteville Library was completed in 1983. Pacer Downs student
housing was completed in 1984 by a private developer and was
acquired by the University in 1999. The Etherredge Center for the
Fine and Performing Arts was completed in 1985. The Sciences
Building was completed in 1989. The historic Pickens-Salley House,
home to a former governor of South Carolina, was moved to the
campus in 1989. The Children’s Center was completed in 1990. The
Ruth Patrick Science Education Center was completed in 1991 and
expanded by 30,000 square feet in 1999. The Business and Education
Building was completed in 1994. In 1995, the campus expanded to
453 acres through a donation/purchase from the Graniteville
Company. As part of the Student Activities Center, a natatorium was
completed in 1997. The Alan B. Miller Nursing Building was
completed in 1999.
In the fall of 2003, the Roberto Hernandez Baseball Stadium and
Field were dedicated. Two student housing halls, Pacer Commons and
Pacer Crossings, were completed in 2004 and 2008 respectively.
The USCA Convocation Center, a venue for large community events
and the home of Pacer Athletics opened in 2003.
USCA began offering its first master’s degree, the Master of
Education in Elementary Education, in 1994. USCA is accredited by
the Commission on Colleges of the Southern Association of Colleges
and Schools to offer baccalaureate and master’s degrees in selected
areas/disciplines. In 1998, USCA began offering its second master’s
degree, the Master of Science in Applied Clinical Psychology. In
2002, USCA began offering a third master’s degree, the Master of
Education in Educational Technology. Through the USCA Graduate
Office, more than 500 students each year pursue postgraduate
degrees on the Aiken Campus through USCA graduate programs or
the University of South Carolina’s Extended Graduate Campus.
In 2000, Dr. Alexander announced his retirement after 17 years of
service. Dr. Thomas L. Hallman was named Chancellor of the
University in 2001.
Today, the University is comprised of more than 3,200 students.
USCA awards baccalaureate degrees in more than 30 major areas of
study and master’s degrees in three areas. In addition, the institution
offers a varied program of non-credit continuing education courses
for the surrounding and extended community.
A CCREDITAT I O N
The University of South Carolina Aiken is accredited by the
Commission on Colleges of the Southern Association of Colleges and
Schools to award baccalaureate and master’s degrees. In addition to
this comprehensive accreditation, several programs are accredited by
their respective associations as follows:
School of Business Administration: Association to
Advance Collegiate Schools of Business
School of Education: National Council for Accreditation of
Teacher Education
School of Nursing: National League for Nursing Accrediting
Commission (61 Broadway - 33rd Floor, New York, New York,
10006; Telephone number: 800-669-1656, ext. 153; Fax
number: 212-812-0390; e-mail address: www.nlnac.org).
The Master of Science degree in Clinical Psychology is accredited by
the Masters in Psychology Accreditation Council.
The two year course sequence for engineering shares in the
accreditation of the USC Columbia Mechanical Engineering program
by the Accreditation Board for Engineering and Technology. Courses
transferable to the USC baccalaureate program are available at USC
Aiken.
T H E UNIVERSITY O F SO U T H CAROLINA
Mission Statement
The primary mission of the University of South Carolina, a multicampus public institution serving the entire state of South Carolina,
is the education of the state’s diverse citizens through teaching,
research and creative activity, and service.
Teaching
The University is committed to providing its students with the
highest-quality education, including the knowledge, skills, and values
necessary for success and responsible citizenship in a complex and
changing world. A particular strength of the University of South
Carolina is the excellence, breadth, and diversity of the institution’s
faculty.
Research
Convinced that research and scholarship, including artistic creation,
are essential for excellent teaching, the University pursues
aggressively an active research and scholarship program. The
University is dedicated to using research to improve the quality of
life for South Carolinians.
Service
Another important facet of the University’s public mission is
service—to its community, state, nation, and the world—in such
areas as public health, education, social issues, economic
development, and family support systems.
Founded in 1801 in Columbia, the University of South Carolina
began providing programs in communities statewide in the 1950s and
1960s. At that time, a network of campuses was established in
response to community initiative and support for accessible,
affordable educational programs principally for local citizens. In the
1970s, the Aiken and Spartanburg campuses were granted the
authority to award baccalaureate degrees. While the regional
campuses, the senior campuses, and the Columbia campus all pursue
teaching, research, creative activity, and service, they do so with an
emphasis suited to their individual campus missions.
The Columbia Campus
As a major teaching and research institution, the Columbia campus
has long offered a comprehensive range of undergraduate and
graduate programs through the doctoral level. With a mission of
teaching, research, and service, USC Columbia addresses the state’s
needs for master’s level, professional, and doctoral education, for
conducting and sharing research, and for responding to statewide and
regional demands for educational resources and professional
expertise.
USC Columbia aspires to national and international stature as it
provides equitable access to its opportunities, resources, and
activities.
Senior Campuses
Separately accredited by the Southern Association of Colleges and
Schools, Aiken, Beaufort, and Spartanburg take as their primary
mission the delivery of basic undergraduate education to their
respective areas. These senior campuses also offer graduate-level
coursework through the University’s Extended Graduate Campus
Program and offer master’s degree programs in response to regional
demand.
Regional Campuses
Accredited with USC Columbia by the Southern Association of
Colleges and Schools, the regional campuses in Lancaster, Allendale
(Salkehatchie), Sumter, and Union principally provide the first two
years of undergraduate education, as well as selected associate degree
programs mainly for their locale. The regional campuses also
provide for the completion of a bachelor’s degree by offering
selected upper-division course work in conjunction with the Aiken,
Beaufort, Columbia, and Upstate campuses as well as some graduate
education through the University’s Extended Graduate Campus
Program. In addition to providing these programs, the regional
campuses bring the resources of the entire University to citizens
throughout the state.
A C A D E M I C SU P P O RT SE RVICES
Gregg-Graniteville Library
The Gregg-Graniteville Library of the University of South Carolina
Aiken strives to provide the academic community with the
information required for intellectual, professional, and personal
development. The Library also strives to serve as an information
resource for the University’s geographical service area.
The faculty, support staff and collections of the Gregg-Graniteville
Library comprise an integral part of USCA’s instructional program.
The newly renovated two story 40,000+ square foot building houses
an extensive book, periodical and microform collection. A wide
variety of web-based resources are available. The USCA Library also
serves as an official depository for federal and state documents and
the Department of Energy’s public reading room collection. The
Library is fully automated and patrons are afforded the opportunity
to access information in a variety of formats.
Instructional Services
The mission of the Instructional Services Center is to provide the
faculty, staff and students with effective audio-visual services,
including delivery and pick-up in all USCA buildings, media materials
production in support of classroom instruction to meet educational
requirements, to provide and to maintain telecommunications/
satellite transmission services campus-wide, to provide assistance and
audio-visual services to outside organizations using USCA facilities as
part of the University’s community and public service mission.
Computer Services Division
The mission of the Computer Services Division (CSD) at USCA is to
assist faculty, staff and students in meeting their academic and
administrative computing needs and to coordinate
telecommunications services.
USCA’s primary student computing resource lab is located in the
Business and Education Building Suite 238. This area contains an
open Windows and Macintosh computer lab as well as dedicated
Macintosh and Windows classrooms. During Fall and Spring
semesters, CSD staff and student assistants are located in this area
from 8:00 A.M. - 10:00 P.M. Monday through Thursday and
8:00 A.M. - 5:00 P.M. on Fridays to assist you with your computing
needs. During Summer I and Summer II, assistance is available
8:00 A.M. - 5:00 P.M. Monday through Friday. During the Fall and
Spring semesters, students have access to these facilities and most
computing resources 24 hours-a-day, seven days-a-week.
The majority of academic computing is supported in the Windows
XP and Macintosh OS-X environments. CSD offers training to
students, faculty and staff in a variety of commonly used
applications (such as Microsoft Office, electronic mail, and the
Internet).
Network services are provided through USCA’s state-of-the-art Cisco
network providing 100 megabit connections to the desktop, gigabit
connectivity between buildings, access to the entire University of
South Carolina network and the Internet. CSD manages several
Windows 2003 servers providing the campus community with
electronic mail, network printing, file sharing, www services, and
network applications. A wireless network is also available for student
use within all academic buildings.
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Wellness Center
The mission of the USCA Wellness Center is to offer the USCA
family and the extended community exercise, educational and
rehabilitative programs to promote a healthy lifestyle. The Center
seeks to provide safe, clean, well-equipped facilities and trained,
caring staff to the campus and the Aiken community. Additionally,
the Wellness Center supports student training and education through
its hiring and provision of clinical experiences.
The USCA Wellness Center, located in the Business and Education
Building, is open seven days a week and houses a cardiovascular and
strength training area, an aerobics room, an exercise testing
laboratory, educational room, jacuzzi and sauna, and locker room
facilities.
Adjoining the Students Activities Center is the USCA Natatorium.
The pool is open seven days a week for lifeguard supervised activities
including lap swimming, water aerobics, scuba training, swim lessons,
recreational activities, and competitive aquatic programs. Locker
room facilities are available.
teachers as they learn the content. The RPSEC draws upon the
expertise of professional educators, engineers and scientists from
colleges, industries and schools throughout the Central Savannah
River Area to provide its services.
Walter F. O’Connell Center for Entrepreneurship and
Technology
The O’Connell Center for Entrepreneurship and Technology
(OCET) operates as an arm of the School of Business Administration
fostering the study and encouragement of entrepreneurship. Founded
in 1986 and funded by a grant from the John M. Olin Foundation,
the center endeavors to create an interdisciplinary educational
environment which conveys the skills necessary to start new
businesses and to increase the potential for success of start-up
ventures.
To accomplish this, OCET offers seminars, materials, management
training courses, and opportunities to network with experienced
entrepreneurs.
The Etherredge Center
The Etherredge Center, USCA’s center for the fine and performing
arts, fulfills the University mission by providing a first-class facility
and the support services of a professional staff to accommodate a
variety of diverse cultural activities held in the center.
In partnership with the University and greater Aiken Communities
we support the University’s outreach mission by providing K through
12th grade students with a variety of cultural performances including:
dance, theatre, and music. We offer programming designed to
educate and encourage students to develop an appreciation for the
visual and performing arts. We also offer programs to fulfill the
cultural entertainment needs of these communities.
The building dedicated to the generosity of Cecil and Virginia
Etherredge, houses two theatres, a 687 seat proscenium theatre, and
the O’Connell, a 100 seat thrust theatre, an art gallery, as well as
classrooms and offices for the academic department of the Visual and
Performing Arts. University programs presented in the facility
include: the USCA Cultural Series, The University Concert Choir,
Masterworks Chorale, the Faculty Artist Recitals, USCA/Aiken
Community Band performances. It is also home to the University
Theatre and Playground Playhouse.
Ruth Patrick Science Education Center
The Ruth Patrick Science Education Center (RPSEC) is a cooperative effort between the University of South Carolina Aiken, business,
industry, the South Carolina Department of Education, and schools
in the Central Savannah River Area of South Carolina and Georgia.
The RPSEC challenges the present and inspires the future to effect
systemic change in science, mathematics, technology, and environmental education. Its hands-on approach to teaching endeavors to
help people experience the beauty, the order, and the power of
science and mathematics, as well as the interest and fun of discovery.
In order to promote lifelong learning and empower individuals to
make informed decisions, the RPSEC provides services to students,
educators, and the public. The RPSEC staff uses research-based
methods and materials, models effective instruction, and influences
the quality of science and mathematics education for students,
teachers, and the public.
The RPSEC offers educational institutes, courses, and workshops for
preservice and pre-K-12 inservice teachers that are designed both to
enhance their knowledge of math, science and technology and to
sharpen their teaching skills. Programs are also offered for K-12
students and their families to encourage greater interest in science
and mathematics. The RPSEC emphasizes innovative, hands-on
approaches that are intended to excite and encourage students and
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USC Small Business Development Center
The Small Business Development Center provides management
assistance to small business through an office on the Aiken Campus.
As a part of the SBDC Consortium for South Carolina, USCA faculty
meet with small business persons on a one-to-one basis to analyze
problems and provide advice. Consultants include SBDC staff and
USCA faculty. Typical services include assistance in business
planning, loan package preparation, feasibility studies and financial
analysis.
Child Care
The USCA Children’s Center is located on the south side of the
campus and offers child care for faculty, staff, and students and the
community for a reasonable fee. It is licensed by the State of South
Carolina and employs qualified teachers and students of the
University. The Center is nationally accredited. The Center is
open twelve months a year. Full-time care is available for children
ages six weeks through five years. The Children’s Center not only
provides quality child care but also serves as a training and research
site for the USCA School of Education’s Early Childhood Education
degree program.
U NIVERSITY OFFICIALS A N D PE R S O N N E L
Board of Trustees
Mark Sanford, Governor of South Carolina,
Ex Officio Chairman
Herbert C. Adams, 8th Judicial Circuit, Chairman
Miles Loadholt, 2nd Judicial Circuit, Vice Chairman
William C. Hubbard, 5th Judicial Circuit, Chairman Emeritus
Mack I. Whittle, Jr., 13th Judicial Circuit, Chairman Emeritus
Arthur S. Bahnmuller, 3rd Judicial Circuit
William L. Bethea, Jr., USC Alumni Association, Ex Officio
James Bradley, 6th Judicial Circuit
Mark W. Buyck, Jr., Gubernatorial Designee
John W. Fields, 10th Judicial Circuit
C. Edward Floyd, M.D., 12th Judicial Circuit
Samuel R. Foster, II, 16th Judicial Circuit
William W. Jones, Jr., 14th Judicial Circuit
Toney J. Lister, 7th Judicial Circuit
Darla D. Moore, Gubernatorial Appointee
Michael J. Mungo, 11th Judicial Circuit
James H. Rex, State Superintendent of Education, Ex Officio
M. Wayne Staton, 15th Judicial Circuit
John C. von Lehe, Jr., 9th Judicial Circuit
Eugene P. Warr, Jr., 4th Judicial Circuit
Othniel H. Wienges, Jr., 1st Judicial Circuit
Thomas L. Stepp, Secretary
Academic Affairs
L. Julia Ball, Associate Professor and Dean of the School of Nursing,
R.N., Ph.D., University of South Carolina and Medical
University of South Carolina, 1997
J. Ralph Byington, Professor and Dean of the School of Business
Administration, Ph.D., University of Arkansas, 1985
Edward J. Callen, Professor, Chair of Psychology Department,
Coordinator for College of Sciences, Ph.D., Northern Illinois
University, 1986
Lloyd Dawe, Director of Institutional Effectiveness, Ph.D.,
McMaster University, 1993
Stephanie Foote, Director of the Academic Success Center and the
First-Year Experience, M.Ed., University of South Carolina,
1999
Elaine Lacy, Professor, Assistant to the Executive Vice Chancellor
for Academic Affairs, Ph.D., Arizona State, 1991
(Note: Director of Honors Program)
S. Thomas Mack, Professor, Chair of the English Department and
Coordinator for the Council of the College of Humanities and
Social Sciences, Ph.D., Lehigh University, 1976
William A. Pirkle, Professor and Director of Sponsored Research,
Ph.D., University of North Carolina at Chapel Hill, 1972
Jeffrey M. Priest, Professor and Dean of the School of Education,
Ph.D., Southern Illinois University, 1986
Gary J. Senn, Director, Ruth Patrick Science Education Center,
Ph.D., Florida Institute of Technology, 1992
Kimberly Wood Woeber, Associate Professor and Director of
Wellness Program, Ph.D., University of Southern California,
1982
President of the University
Andrew A. Sorensen, Ph.D.
Administrative Support
Aiken County Commission for Higher Education
Timothy W. Simmons, Chairman
Ernest R. Allen, Vice Chairman
Eugene S. Sawyer, Secretary/Treasurer
Teresa H. Haas
Barbara A. Hendrich
Clarence G. Jackson
Rebecca T. Robbins
Gasper L. Toole, III
James D. West
Joe W. DeVore, Ex Officio
M. Elizabeth Everitt, Superintendent of Aiken County Public
Schools, Ex Officio
Thomas L. Hallman, Ex Officio
Suzanne Ozment, Ex Officio
Senior Administration
Thomas L. Hallman, Chancellor, Ph.D., University of South
Carolina, 1993
Suzanne Ozment, Executive Vice Chancellor for Academic Affairs,
Ph.D., University of North Carolina at Greensboro, 1982
Randy R. Duckett, Vice Chancellor for Enrollment Services, M.Ed.,
University of South Carolina, 1984
Virginia Hudock, Vice Chancellor for Business and Finance, M.B.A.,
University of North Carolina at Greensboro, 1983
Deborah J. Kladivko, Vice Chancellor for Student Life and Services,
Ph.D., Ohio University, 1991
Michael W. Lemons, Vice Chancellor for Information Technology,
M.S., Florida Institute of Technology, 1979
Deidre M. Martin, Vice Chancellor for University Advancement,
Ed.D., University of South Carolina, 1995
Vacant, Assistant Chancellor for Facilities Management
Gwendolyn Ashley, Director of Business Services, B.S., Northeastern
University, 1981
Mary Anne Cavanaugh, Director of Conferences and Continuing
Education
Maria C. Chandler, Human Resources Director, A.A. Officer, M.Ed.,
University of South Carolina, 2002
Jennifer L. Conner, Director, Marketing and Community Relations,
M.S., Cumberland University, 2002
Mary P. Dudley, Director of the Children’s Center, B.A., University
of South Carolina Aiken, 2002
Heidi DiFranco, Director of Bookstore Services, B.B.A., Brenau
University, 2006
Leonard E. Engel, Environmental Health and Safety Manager,
Registered Environmental Manager, B.S., US Naval AcademyAnnapolis, 1964, M.S., New York Institute of Technology-Old
Westbury, 1989
Linda D. Evans, Director of Major Gifts, B.A., Wichita State
University, 1994
Jeffrey J. Jenik, Director of Campus Support Services and
Procurement Manager, B.S., Johnson and Wales University,
1988
Jennifer Kelly, General Manager, Global Spectrum, USC Aiken
Convocation Center, B.A., Indiana University, 1993
Jon Maney, ARAMARK, Director of Food Services
Keith Pierce, Director of Center for Teaching Excellence and
Instructional Support/Studio Services, B.A., Faulkner
University, 1990
Jamie Raynor, Director of Alumni Relations and the Annual Fund,
M.Ed., University of South Carolina Aiken, 2005
Jane Schumacher, Executive Director of the Etherredge Center,
B.A., University of South Carolina Aiken, 2000
5
Enrollment Services
Corey Feraldi, Director of Career Services, M.S., State University of
New York College at Buffalo, 1995
Vivian D. Grice, Registrar, B.A., University of South Carolina, 1976
Andrew H. Hendrix, Director of Admissions, B.A., Winthrop
University, 1994
Karen L. Morris, Coordinator of Graduate Studies and Residency,
M.Ed., University of South Carolina, 2003
A. Glenn Shumpert, Director of Financial Aid, M.Ed., University of
South Carolina, 1987
Library
Christina Eller, Reference Librarian, M.L.S., University of North
Carolina at Chapel Hill, 2004
Thomas C. Hobbs, Reference Librarian, M.S.L.S., University of
Kentucky, 1972
Paul H. Lewis, Documents Librarian, M.L., University of South
Carolina, 1981, M.P.A., University of South Carolina, 1986.
Rose Parkman Marshall, Library Instruction Coordinator, M.L.S.,
University of Alabama, 1989
Natalia Taylor Poppeliers, Library Collections Coordinator, M.L.S.,
Indiana University, 2000, M.A., University of Arizona, 1995
Jane H. Tuten, Director of Library, M.L.S., Pratt Institute, 1975
Student Life and Services
Toni G. Corkrin, Director of the Student Health Center, B.S.N.,
University of South Carolina Aiken, 1990
Michael W. Findley, Chief of Police, B.A., University of South
Carolina Aiken, 1981
Cynthia B. Gelinas, Director of the Counseling Center and Disability
Services, M.S.W., Florida State University, 1999
Timothy Hall, NCAA Compliance Officer/Associate Athletic
Director, M.Ed., University of South Carolina, 1992
Ahmed Samaha, Director of Student Involvement, M.Ed., University
of Georgia, 1994
Randy Warrick, Athletic Director, M.A.T., University of North
Carolina at Chapel Hill, 1978
Stacie L. Williams, Director of Intercultural Programs, M.S., Auburn
University, 2000
Deri Wills, Director of Housing and Judicial Affairs, M.S., University
of Central Arkansas, 1990
6
Undergraduate Admission
U N D E RG R A D UAT E A DMISSION
T
he Office of Admissions recruits students, evaluates
applications for undergraduate and graduate degree programs,
and represents the institution to external constituencies.
The office also works with internal constituencies to administer
various policies such as South Carolina residency, international
student admissions, and NCAA admissions compliance.
Applicants must complete appropriate admission forms and submit
them with required credentials, such as the application for admission,
official high school and/or college transcripts, and standardized test
scores to the Office of Admissions. Admissions counseling and an
appointment for interview are highly encouraged and are available by
calling (803) 641-3366, (803) 278-1967, or 1-888-WOW-USCA.
Applicants must apply for and take the SAT or ACT college entrance
examinations well in advance of the term for which they seek admission.
The applicant is responsible for having the results of all entrance
examinations sent to the Office of Admissions.
Applicants over the age of 21 may not be required to submit entrance
examination results. However, the applicant must submit other
credentials which provide evidence of reasonable academic
potential. Scores from college entrance examinations will be required
in the absence of satisfactory credentials or evidence of academic
potential.
A one-time, non-refundable $45.00 application processing fee is required
of all applicants and must accompany the application. A check or
money order should be made payable to: USC Aiken.
Applications submitted more than one year in advance of the anticipated
date of enrollment will be acknowledged, but no action will be taken
until admission standards for the year in question have been established.
The number of students admitted and enrolled in any year will be
determined by the capacity of the institution to provide for the
educational and other needs of the students and by budgetary or other
appropriate considerations. Admissions policies and procedures are
subject to continuous review by the admission staff and the Scholastic
Standing and Petitions Committee and may be changed without notice.
C ATEGORIES OF ADMISSION
Freshman Admission
To be eligible to be considered for admission, freshman students must
meet minimum standards of standardized test scores, class rank, course
selection, and USCA Predicted College Grade Point Average (PCGPA).
This average represents the academic average that a freshman applicant
is predicted to earn at USCA at the completion of his/her first year. The
PCGPA is determined by a formula which uses two variables: the high
school grade point average computed on core college prep courses
(Chart 2 located at the end of the Undergraduate Admissions section),
and the SAT or ACT scores. Of these two variables, the high school
grade point average is the more important and has more weight in the
formula.
Students should prepare for the challenges USC Aiken will present by
taking strong academic courses in high school, with core academic
courses taken on the college-prep, honors, or higher level. Students
graduating from high school in 1988-2000 are required to have completed
the high school courses listed in Chart 1 located at the end of the
Undergraduate Admissions section. Those graduating in 2001-2010
must complete courses listed in Chart 2 located at the end of the
Undergraduate Admissions section. Those graduating in 2011 and beyond
will complete a new set of courses. Information is available at
www.usca.edu/admissions. Exceptions may be made for students from
out-of-state who have not completed these courses, as long as they
have completed a college-prep curriculum as defined by their state.
Provisional Admission
The University provides a provisional admission program for students
who do not meet requirements for regular admission, but who
demonstrate academic potential. Such students may be admitted directly
to the First Pace program, providing an opportunity for those students
with high school grades, class rank, and/or standardized test scores
which are below standards for regular admission. The program offers a
summer component, including the first three semester hours of the
student’s college coursework while also participating in specially tailored
tutorials and academic success initiatives. In the event such action is
taken, the conditions will be clearly explained in the letter of acceptance.
Another alternative is available to students who are denied regular
admission. To be considered for this option, the student must submit a
petition for admission to the USC Aiken Office of Admissions. The
petition will be forwarded to the Scholastic Standing and Petitions
Committee (SS&P) for additional consideration.
Students admitted provisionally by SS&P will be required to meet
stipulations as determined by this committee. Students who do not
meet stipulated requirements during the first semester will not be allowed
to continue their enrollment after their initial term. In the event
stipulations are required, the conditions will be clearly explained in the
letter of acceptance.
For additional information concerning the process of petitioning for
admission, contact the Office of Admissions.
Readmission
Students who discontinue their enrollment during a fall or spring semester
must apply for readmission to return to USC Aiken at a later term.
Students who attend a spring semester and do not attend the following
summer terms are not required to apply for readmission for the following
fall semester. A $10.00 application fee is required of readmit students.
Readmission to the University and to the program in which the student
was previously enrolled is not automatic. An interview may be requested
and some basis for a favorable decision may be required.
A student who leaves the University in good standing, misses one or
more major semesters and attends another institution while away, must
submit the application for readmission and official transcripts of all
college-level work attempted during his/her absence from the University.
Such applicants must meet the same requirements as transfer students.
A student who leaves the University by suspension must apply for
readmission upon completion of the period of suspension and qualify
for readmission to the major program requested. See the “Academic
Regulations” section of this bulletin for additional information.
Transfer Admission
An applicant who, having graduated from high school, has attended
another college-level institution and attempted one or more courses, is
a transfer student, regardless of credit earned. If fewer than 30 semester
hours (or 45 quarter hours) of college-level work have been attempted,
the applicant must meet both transfer and freshman entrance
requirements.
Transfer applicants for admission must submit:
1. completed application forms;
2. $45.00 non-refundable application processing fee;
7
3.
4.
5.
complete official transcripts through the time of application
from all colleges/universities attended; these to be
supplemented by final transcripts to reflect complete
academic work prior to beginning classes at the University;
complete high school records including entrance exam results
if less than 30 semester hours have been attempted at a
college or university;
course-by-course transcript evaluation by a NACES-affiliated
agency (www.naces.org) for any college coursework attempted
outside of the United States.
To be considered for admission, transfer students are required to have a
minimum 2.0 cumulative GPA (on a 4.0 GPA scale) in all previous
college-level course work. In addition, they must be in good standing
and eligible to return to the institution last attended. Transcript
Request Forms are available through the USC Aiken Office of
Admissions. Students must request and submit official transcripts from
each previous academic institution. (Hand delivered transcripts will be
considered unofficial.) The applicant must submit transcripts of
all previous college courses attempted whether or not credit
was earned and regardless of whether the applicant wishes to
transfer any credit. Failure to report all attempted college
courses may constitute sufficient cause for later dismissal from
the University.
Assessment of Academic Records
In addition to the general requirements for transfer admission outlined
in this section, the Schools of Business Administration, Education, and
Nursing, along with the Exercise and Sports Science program set
additional requirements that are higher than the University’s minimum
standards. Initial admission to the University does not guarantee
admission to these schools or program. For more specific information
concerning entrance requirements for individual schools and
departments, contact the appropriate school or program.
A transfer grade point average is calculated for the purpose of admission,
using all credits attempted and grades earned at other institutions, with
the exception of occupational, technical or remedial courses. These
credits and grades also will be included in calculating honors at graduation
from the University. Schools and Departments within the University
have the right to consider all attempted college-level work in determining
admission to particular programs and/or advancement into upperdivision or professional-level courses.
As a general rule, credits earned in courses that fall in one or more of
the following categories are not acceptable in transfer to USC Aiken:
1. courses that are occupational or technical in nature;
2. courses that are essentially remedial in nature;
3. courses from a two-year institution which are considered
upper-division or upper-level at the University;
4. courses from a two-year institution that are not listed as part
of that institution’s college parallel program.
Exceptions to this rule may be made only by the designated academic
official(s) on the campus where the student is majoring and only in
specific cases where such courses are judged to be uniquely relevant to
the student’s degree program.
Transfer credit will not be accepted for courses the equivalent of which
a student has been enrolled in previously at the University, unless the
academic work presented for transfer represents a minimum of a full
year of resident work at the other institution. Similarly, a student
cannot receive credit for a course taken at the University if he/she has
received transfer credit for an equivalent course previously taken at
another institution.
USC Aiken will not accept transfer credit for non-USC courses in which
the student made a grade of D+ or lower.
Evaluation of Transfer Credits. Applicants for admission with
advanced standing, having completed all admission procedures and
requirements, will be given a statement of credits accepted by transfer
to the University. Applicability of those credits to a degree is determined
by the department or major in which the student enrolls. The number
of credits acceptable to the University and the number which may
apply toward a particular degree may differ.
8
Original records may be required and evaluated for courses exempted at
a previous college. Exemption credit or acceptance of transfer credit
by another college has no bearing on the evaluation of transfer credit at
USC Aiken. Typically, only courses taken at a regionally accredited
institution of higher education which are comparable in content and
credit hours to specific courses offered by USC Aiken and in which
grades of “C” or higher have been earned will be accepted for transfer.
(State wide policies concerning transfer credit can be found on page
37.)
Evaluation of transfer credit awarded and the application of that credit
to a degree program are valid only at the time the evaluation is conducted
and may not apply if the student elects to change curriculum, major,
degree, or university. Transfer credit awarded to a student who has been
absent from the University for more than 36 months must be reevaluated according to the standards in effect at the time the student is
readmitted. Advisors and students are urged to use the Degree Audit
Recording System (DARS) to review the application of transfer credit.
Students who need additional information about a transcript evaluation
or who wish to appeal an evaluation should contact the Records Office.
Information about earning course credit through challenge or CLEP
examinations may be obtained from the Records Office.
Parallel Advisement for Transfer Students (PATS)
The PATS program is an effort between USC Aiken and Aiken,
Orangeburg-Calhoun, and Piedmont Technical Colleges to provide advisement for students enrolled at these institutions who plan to transfer and complete a degree at USC Aiken. This advisement allows
students to choose courses that meet degree requirements at both campuses. For additional information about the PATS program contact the
USC Aiken Office of Admissions at (803) 641-3366.
Change of Campus
Changing campuses from one USC campus to another is a relatively
easy process. Students must complete and return a change of campus
form (found in the Records Office at most campuses and the Deans
Office in Columbia). The Records or Deans office at your original
campus will forward your request to the USC Aiken Office of Admissions.
To be admitted to the USC Aiken campus, change of campus students
must be in good academic standing at the original campus of attendance,
as well as maintaining a GPA that is above USC Aiken suspension levels.
(See Academic Standing in the “Academic Regulations” section of this
bulletin.) Those students who have attempted less than 30 hours of
nondevelopmental course work must also meet freshman admission
requirements.
Non-Traditional Students
Non-traditional students at USC Aiken are typically students who are
25 years of age or older. Non-traditional students may also be students
who do not attend college the semester after they graduate from high
school, transfer directly from another college to USC Aiken, or who
have been employed for 2 years or more.
Admissions Requirements for Non-Traditional Students: Nontraditional students must submit the same credentials as other students,
(high school and college transcripts), with the exception (if over the
age of 21) of not submitting SAT or ACT results. However, students
without SAT or ACT scores, must submit other credentials which provide evidence of reasonable academic potential. If non-traditional
students fail to meet regular admission requirements, they may submit
a petition to the Scholastic Standing and Petitions Committee for
further consideration. Students must complete a written petition which
requests information concerning extra-curricular and work experiences.
This is an attempt to determine if the student has obtained sufficient
knowledge/experience to be admitted to the University.
Awarding Academic Credit to Non-Traditional Students: Students may validate the knowledge they have gained through work or
public service experiences by submitting the results of CLEP subject
exams, taking USC Aiken challenge exams (exams, portfolios, etc.),
submitting documents indicating educational experiences in the military, or submitting credits earned for USC correspondence courses.
Appropriate scores, which have been established by the University, will
result in credit being awarded for work and/or public service experience.
USC Aiken policy also states that a maximum of 30 semester hours of
non-traditional credit may be applied to a baccalaureate degree.
International Student Admission
All international students applying for admission to an undergraduate
degree program must complete an international student application,
attach a $45 application fee, and submit it to the Office of Admissions
at USC Aiken. All international students must submit bank statements
or certified statements for financial ability to provide approximately
$23,000 or more for twelve (12) months’ total expenses. This is required before the I-20 certificate of eligibility can be signed.
Due to the complexities of evaluating international applications, along
with problems associated with postage and traveling, international students are strongly encouraged to submit an application at least
six months prior to the semester the student wishes to enter.
International students who do not meet regular admission requirements
and decide to petition for admission may not have adequate time to
complete the admissions process. In such cases, their application will
be considered for the following semester.
version, or 61-79 on the internet-based version may be
admitted but must take English 111, English as a Second
Language, their first semester at the University.
If the applicant has attempted less than 30 semester hours of collegelevel work, the following must also be submitted:
•
complete official high school records
•
SAT/ACT scores
The TOEFL requirement will be waived for a transfer student if the
student has completed the equivalent of USC Aiken’s English 101 and
102 courses with a C or better at an accredited post secondary institution in the US. If the student has only completed English 101 with a C,
he/she will be required to take English 111, English as a Second Language, in their first semester at the University.
International Freshman applicants
Transfer students who have earned a degree or taken any courses in
countries outside the US, must have an official transcript evaluated by
a professional evaluation service. This evaluation must be forwarded
directly to the USC Aiken Office of Admissions from the evaluation
service. (A list of several professional Evaluation Services can be obtained from the USC Aiken Office of Admissions or found on the USC
Aiken web site at: www.usca.edu/admissions). Students will not be considered for admission until this evaluation is received.
In addition to the application and fee indicated above, freshmen applicants from foreign countries are required to submit:
Waiver of Languages, Literatures, and Cultures
Requirement for Bilingual Speakers
•
official copies of secondary school (high school)
transcripts, including certified English translations of all
transcripts;
•
TOEFL scores (550 on the standard version, 213 on the
computer-based version, or 80 on the internet-based
version). Students who score between 500-549 on the
standard version, 173-212 on the computer based
version, or 61-79 on the internet-based version, may
be admitted but must take English 111, English as a Second
Language, in their first semester at the University.
•
and SAT or ACT scores.
If the SAT/ACT is not offered in the student’s country, the University
will consider the TOEFL and other evidence of academic potential in
lieu of the SAT/ACT. The Scholastic Standing and Petitions Committee will review the credentials of the student and determine whether the
student should be admitted to the University.
International Transfer applicants
International students who are applying for admission and have completed courses at post-secondary institutions are considered to be transfer students, and must meet the transfer student requirements outlined
on page 7, of the USC Aiken bulletin under Transfer Admission. If the
applicant has completed fewer than 30 semester hours of college-level
work, he/she must meet both transfer and freshman entrance requirements. In addition to the application and fee, the international transfer
student must submit:
•
•
complete official transcripts of college-level courses
through the time of application; these are to be supplemented by final transcripts to reflect complete academic
work prior to beginning classes at the University. Transfer
students who have earned a degree or taken any courses in
countries outside the US must have an official transcript
evaluated by a professional evaluation service affiliated with
the National Association of Credential Evaluation Services
(NACES - www.naces.org on the internet). This
evaluation must be forwarded directly to the USC Aiken
Office of Admissions from the evaluation service. Students
will not be considered for admissions until this evaluation
is received.
TOEFL scores (550 on the standard version, 213 on the
computer-based version, or 80 on the internet-based
version). Students who score between 500-549 on the
standard version, 173-212 on the computer based
Students whose native language is other than English, and who have
scored either 500 on the paper-based or 173 on the computer-based
Test of English as a Foreign Language (TOEFL), are exempt, without
credit, from USC Aiken’s languages requirement.
English-speaking students who document or certify native or nearnative proficiency in a language other than English are also exempt,
without credit, from this requirement.
All exemptions must be approved by the Languages Placement Coordinator and the department chair/dean of the student’s degree program.
The department encourages exempt students to use electives to pursue
other language and cultural studies.
Admission of Non-Degree Students
Applicants who wish to attend the University for one semester or on
some limited basis may be approved to do so upon submitting an
application, an application fee and an explanation of their educational
goals. The Office of Admissions reserves the right to determine the
proper category of admission and to determine what credentials may be
required. Applicants who have been officially denied admission
are not eligible as non-degree students.
Concurrent Admission. Concurrent Admission is a program offered
by the University of South Carolina Aiken to high school juniors and
seniors. It provides an opportunity for students who are capable of
meeting an increased challenge to earn college credit by taking courses
offered by the university while still enrolled in high school. To be
considered for this program, students must submit: an application for
admission, high school transcripts, SAT/PSAT or ACT scores, a letter
of approval from parent or guardian, a letter of approval from high
school principal or guidance counselor.
Student Eligibility
•
•
•
•
•
•
•
Student must be a junior or senior in high school
Students must score at least 1020 on the SAT or PSAT or 21
on the ACT
Students must submit a high school transcript and rank in the
top 25% of their high school class
Submit a letter of approval from their high school (Principal
or Guidance Counselor)
Submit a letter or approval from parent or guardian
Avoid courses which are offered by the students’ high school
Must meet the prerequisites of any USC Aiken course before
enrolling in that course
9
Students admitted to this program will be enrolled in regular college
courses in general subject areas, and will be chosen in consultation with
the student so as to complement their high school program. Students
who are successful in their first course(s) may be able to continue their
enrollment in this program during subsequent terms.
Early Admission. Under exceptional circumstances a high school
student wishing to leave high school prior to graduation and enroll fulltime at USC Aiken may apply to this program. The student must
demonstrate both academic and social skills needed for college. To be
considered for this program, the student must submit:
•
an admissions application and application fee;
•
a cover letter requesting admission;
•
a letter of approval from parent or guardian;
•
a letter of comment from his/her principal;
•
high school transcripts;
•
achievement and PSAT or SAT scores if available.
The Early Admission applicant will then be interviewed by the Scholastic
Standing and Petitions Committee, which will act on the application.
Non-Degree students are those wishing to take a course(s) for personal
enrichment or professional enhancement. Entrance exams, transcripts
and recommendations are generally not required. Students admitted in
this classification may not earn more than 30 semester hours of credit
and must be admitted as regular, degree-seeking students before credits
may be validated and applied toward any USC degree. Applicants who
have been officially denied admission as degree seeking
students are not eligible as non-degree students. Non-degree
students are subject to all standard University regulations.
Auditing. A person may audit courses of his/her choice at USC Aiken.
A person desiring to audit courses must apply as a special student.
Auditing is granted on a space-available basis only. An admission
application and the application fee must be submitted. Once audited,
a course may not be taken for credit. See Registration in the
“Academic Regulations” section of this bulletin for further information.
Transient. Admission to undergraduate courses for one semester or
two summer terms may be granted to students from other colleges and
universities who are certified to be in good academic standing and
whose program of study at USC Aiken has been approved by their
academic dean or registrar.
Unclassified Students. Students who hold a baccalaureate degree may
be admitted to undergraduate credit courses upon submission of an
application and transcript showing graduation with a bachelor’s degree
from a college or university, or a copy of their diploma. This category
is designed for those students not desiring to attend graduate school but
seeking instead credits for teacher accreditation and similar purposes.
The period of enrollment in these categories is limited by either time
or number of allowable credits. Non-degree students are not eligible for
financial aid or housing during the fall or spring terms.
Special Students. Those persons not meeting the above criteria for
admission may petition the Scholastic Standing and Petitions Committee
for special consideration, and may do so by request through the USC
Aiken Office of Admissions. The right of personal interview and appeal
is available (also see Right of Petition on page 30). Students wishing to
petition for admission must meet the following deadlines:
Fall Semester
—
August 1st;
Spring Semester
—
December 1st;
Summer I Session
—
May 1st,
Summer II Session
—
June 1st.
tion as full-time employees. (Application fee, books, supplies,
parking decals and other fees are not covered by this law and will be
the responsibility of the senior citizen).
A DDITIONAL CREDIT
College Board Advanced Placement (AP) Examinations
The University of South Carolina Aiken supports the College Board’s
Advanced Placement Program, which allows high school students the
opportunity to pursue college level courses in their own schools and to
be taught the material by their own teachers. After completion of the
AP courses, students take the appropriate AP test to determine their
level of achievement. For college credit to be awarded, a student must
have official score reports from the College Board sent directly to the
Office of Admissions at USC Aiken.
In accordance with policies established by the South Carolina
Commission on Higher Education, USC Aiken will award credit for AP
scores of three or higher, unless evidence is presented for good cause
not to do so. In addition, the S.C. Commission on Higher Education has
issued the following policies:
Because of the major overlap in course content between the two English
AP exams, the awarding of AP credit in English should be treated
separately from that of other disciplines as follows:
1. If a student receives a score of “3” or “4” on either English
AP exam, credit would be awarded for English 101 or its
equivalent (three credits);
2. If a student receives a score of “3” or “4” on both English
AP exams, or a “3” on one and a “4” on the other, credit
would be awarded for English 101 and 102 or their equivalents
(six credits);
3. If a student receives a score of “5” on either or on both
English AP exams, credit would be awarded for English 101
and 102 or their equivalent (six credits).
For additional information concerning the awarding of AP credit, contact
the USC Aiken Office of Admissions.
International Baccalaureate (IB) Policy
The University of South Carolina Aiken recognizes the academic challenge inherent in the IB Program and encourages students who have
completed the IB diploma to apply. IB graduates who score well (4-7)
on their Higher Level exams will be awarded college credit as determined by the academic departments. No credit is awarded for subjects
passed at the Subsidiary level of IB, nor for scores below 4 on the higher
level exams. IB credit is awarded for IB Higher-Level examination
scores in the following areas: English A1, Biology, Business and Organization, Chemistry, Computing Studies, Economics, Foreign Languages,
Geography, History, Mathematics, Music, Physics, Psychology, Social
Anthropology. To receive credit, the student must have the official
examination results sent to the Office of Admissions, USC Aiken, Aiken,
SC, 29801.
For additional information concerning the awarding of IB credit, contact the USC Aiken Office of Admissions.
College Level Examination Program (CLEP)
Admission of Senior Citizens
The University awards credit by examination to CLEP subject
examinations only. By attaining an acceptable score, a student may
receive credit equal to that normally earned in the comparable
University course. To receive credit, the student must have the
official examination results sent to the Office of Admissions, USC
Aiken, Aiken, SC, 29801. The department chair/dean will make the
decision to award credit based on the score.
South Carolina state law (59-111-320) authorizes USCA to permit
legal residents of South Carolina at least sixty years of age to attend
classes without the payment of tuition, on a space available basis,
provided that such persons meet admission and other standards
deemed appropriate by the university, and do not receive compensa-
CLEP credit is awarded in the following subject areas: Introductory
Accounting, Introductory Business Law, Principles of Management,
Principles of Marketing, Freshman College Composition, Analysis and
Interpretation of Literature, American Literature, English Literature,
American History I: Early Colonization to 1877, American History II:
For information on academic advisement for non-degree students, see
Academic Advisement on page 33.
10
1865 to the Present, Western Civilization I: Ancient Near East to
1648, Western Civilization II: 1648 to the Present, College Algebra,
College Algebra and Trigonometry, Calculus with Elementary Functions,
Trigonometry, General Biology, General Chemistry, American
Government, General Psychology, Educational Psychology,
Introductory Sociology.
For additional information concerning the awarding of CLEP credit,
contact the USC Aiken Office of Admissions.
Credit by Examination (Challenge Exam)
For more information see Credit by Examination under “Academic
Regulations” on page 39.
Credit Granted for Educational Experiences in the Military
USCA recognizes the educational experiences and training that members of the armed forces receive during their time of enlistment. Academic credit may be awarded for educational experiences in the military if they are in accordance with recommendations published by the
American Council on Education (ACE) and are consistent with University policy on transfer of credit. Credit will be applied to a degree
program upon the approval of the Department Chair or Dean from
which the degree is to be awarded.
For additional information concerning the awarding of credit for military
training, contact the USC Aiken Office of Admissions.
in the elementary algebra area. The test is adaptive, which means that
each student is prepared for those questions. The test will end when the
student reaches the highest level of questions she/he can answer. Test
results will be available when students come for orientation, advisement
and registration. The results of this test will be used by the academic
advisor to determine the particular mathematics course which is most
appropriate for the student based upon her/his level of proficiency and
the requirement of her/his academic major. Students are strongly
encouraged to review previously learned math concepts before testing.
Scores from the test will be valid for one year for non-matriculated
students.
If a student takes the mathematics placement test and does not place
into the course they desire, he/she will be allowed to retake the test one
time before being placed into a course. Refresher workshops will be
offered throughout the summer months for students who wish to review
mathematical topics that may increase their chances of doing well on
the mathematics placement test. A student may choose to attend one
of these free workshops before the first or second attempt at the
placement test.
For additional information regarding mathematics placement test,
contact the Advisement Services Office.
Placement in Languages, Literatures and Cultures
(French, German, Italian, Latin and Spanish)
A C A D E M I C CO M M O N MA R K E T
Ø
Students beginning to study a new language enroll in 101.
Ø
Students enrolling in a second language that they have
previously studied (whether in high school or college) will
be placed at the appropriate level based on previous
second-language courses and grades. Each student’s
advisement folder will contain written information that
specifies the level of the language in which they have been
placed.
Ø
Students who place in 210 and pass the course with a grade
of C or better will have completed USC Aiken’s languages
requirement.
A cooperative tuition-reduction agreement among 14 Southern Regional Education Board states is in place to allow students to take
academic programs not available in their state.
USC Aiken has 2 programs recognized by the Academic Common Market. They are Business Administration - Marketing of Golf Course
Services and Industrial Mathematics.
If interested in these programs, students must be admitted to USC
Aiken as a degree seeking student. Then contact your state coordinator for additional information.
PL A C E M E N T EXAMINATIONS
The purpose of the mathematics placement test is to assess each
student’s ability in mathematics and help place her/him in the proper
initial mathematics course. Those students who have scored a 3, 4, or
5 on the Educational Testing Service Calculus Advanced Placement
(AP) Exam will not need to take the mathematics placement test.
Starting Fall Semester 2007, the mathematics placement test is required
for all incoming students who plan to enroll in Math 108 (Applied
College Algebra) or above. Since Applied College Algebra is required for
many of the programs of study on campus, it will be necessary for most
incoming freshmen and transfer students to take the mathematics
placement test. If a student chooses not to take the placement test,
her/his initial math course will be Math 103 (Mathematics in Society)
or Math 104 (Mathematics for Practical Purposes) depending upon
her/his major.
Transfer students and students who have already earned a baccalaureate
degree who have partially or completely satisfied the math requirement
of their major, or have successfully completed at the minimum a college
algebra course at their previous institution, will not have to take the
test. Those students may then proceed to the next required math
course for their major or the prerequisite course for the required math
course for their major.
The mathematics placement test is a user friendly computerized test
which consists of multiple choice questions designed to measure an
individual’s proficiency in the areas of elementary algebra, intermediate
algebra, college algebra and trigonometry. All students will begin testing
H E A L T H RE Q U I R E M E N T S
All students born after December 31, 1956 must furnish proof of
receiving two doses of measles (rubeola), mumps and rubella (German
measles), known as the MMR vaccine on or after their 1st birthday
prior to registration. Proof of Immunity requests documentation of
one of the following:
1. Receiving two MMR vaccines (shots) after January 1, 1968
and on or after 1st birthday (Initial vaccination acceptable no
earlier than 4 days before the first birthday), OR
2. Positive serum titers (blood antibodies) to measles, mumps, and
rubella (German measles). Positive serum titers must have been
performed within the last 5 years and a copy of the lab results
sent to confirm results.
The following vaccines are recommended for all students but are not
mandatory: Meningococcal, Hepatitis B, and Varicella (if no prior
history of Chicken Pox).
International Students additional requirement:
International Students should have a tuberculosis screening if they
are not from the following countries:
Canada, Jamaica, Saint Kitts and Nevis, Saint Lucia, USA Virgin
Islands (USA), Belgium, Denmark, Finland, France, Germany, Greece,
Iceland, Ireland, Italy, Liechtenstein, Luxembourg, Malta, Monaco,
Netherlands, Norway, San Marino, Sweden, Switzerland, United
Kingdom, American Samoa, Australia or New Zealand.
11
Chart 1.
High School Course Prerequisites for Freshmen who graduated from high school 1988-2000
Area
Units
English
4:
At least two units having strong grammar and composition components; at least one unit in
English literature; and at least one unit in American literature
Mathematics
3:
These include Algebra I (for which Applied Mathematics I and II may count together as a
substitute, if a student successfully completes Algebra II); Algebra II, and Geometry. A fourth
unit is strongly recommended. (i.e., precalculus, calculus, statistics, or discrete mathematics.)
Laboratory Science
2:
At least one unit each of two laboratory sciences chosen from biology, chemistry or physics.
A third unit of laboratory science is strongly recommended for prospective science,
mathematics and engineering students.
Foreign Language
2:
Two units of the same foreign language.
Social Sciences
3:
One unit of US History is required; a half unit of Economics and a half unit in Government are
strongly recommended.
Electives
1:
One credit of advanced math or other computer science, or combination of these; or, one unit
of world history, world geography or Western civilization.
Physical Education or ROTC 1:
Chart 2.
High School Course Prerequisites for Freshmen who graduated from high school in 2001 and beyond
Area
College Prep Units
English
4:
At least two units having strong grammar and composition components; at least one unit in
English literature; and at least one unit in American literature
Mathematics
4:
These include Algebra I (for which Applied Mathematics I and II may count together as a
substitute, if a student successfully completes Algebra II); Algebra II, and Geometry. It is strongly
recommended that the fourth unit be a higher-level mathematics course. (i.e., precalculus,
calculus, statistics, or discrete mathematics.)
Laboratory Science
3:
Two units must be taken in two different fields and selected from biology, chemistry, or physics.
The third unit may be from the same field as one of the first two units (biology, chemistry or
physics) or from advanced environmental science with laboratory or marine biology with
laboratory for which biology and/or chemistry is a prerequisite. Courses in earth science, general
physical science, or introductory or general environmental science for which biology and/or
chemistry is not a prerequisite will not meet this requirement.
Foreign Language
2:
Two units of the same foreign language.
Social Sciences
3:
One unit of US History is required; a half unit of Economics and a half unit in Government are
strongly recommended.
Electives
4:
Four college preparatory units must be taken from three different fields selected from among
Computer Science, English, Fine Arts, Foreign Languages, Humanities, Lab Science (excluding earth
science, general physical science, general environmental science or other introductory science
courses for which biology and/or chemistry is not a prerequisite), Mathematices above the level of
Algebra II, and Social Sciences. It is strongly recommended that one unit be in Computer Science
which includes programming (not just keyboarding) and one unit in Fine Arts (appreciation of,
history, or performance).
Physical Education or ROTC 1:
High School Course Prerequisites for Freshmen who graduated from high school 2011 and beyond
Not available at press time. Please visit www.usca.edu/admissions for details.
12
Student Life
T
he University encourages and fosters many co-curricular
activities and organizations that are designed to
complement and enhance the academic and social life of its
students.
ST U D E N T ACTIVITIES
Student Organizations
The Student Activities Center is the focal point of campus life—
providing comfortable lounge facilities, a cafeteria, and meeting and
work areas for student organizations. There are more than 60 active
organizations and committees on the campus offering opportunities
for student involvement. Campus clubs and organizations include a
variety of special interest groups, service groups, social groups such as
fraternities and sororities, religiously oriented groups, Student
Government, Pacer Union Board and student media. A men’s and
women’s athletics program and an intramurals/recreation program round
out the exciting student life opportunities on the USCA campus.
Student Government
Involvement in Student Government is one of the most valuable learning
experiences that a student may have. It provides the student the
opportunity to participate in the decision-making process at USCA.
Through SGA, the student can acquire and cultivate leadership skills in
the legislative process.
The students at USCA have a constitution governing their Student
Government Association. All students are encouraged to read this
constitution and to run for the various offices created by it, thereby
becoming more involved in institutional affairs. Since Student
Government is no more effective than the enthusiasm and dedication
of the students who participate in it, individual involvement is very
important and students are encouraged to seek elected positions. Campuswide elections are held once during each academic year to fill SGA seats
vacated on a rotating basis.
Pacer Union Board
Pacer Union Board (PUB) provides an opportunity for USCA students
to become involved in campus life by providing quality entertainment
and programs for the USCA community. The Pacer Union Board utilizes
a special event planning structure. Each special event is coordinated by
a student who is responsible for the program development and
implementation. Everyone is encouraged to become active in originating
and executing activities for the campus through the USCA Pacer Union
Board committees. Participating in PUB will provide students the
opportunity to develop new friendships, have a voice in campus
programming and enhance the leadership skills that they already possess
in addition to developing new ones.
Intramurals
The Intramurals Program at the University of South Carolina Aiken is
founded on the philosophy that exercise and relaxation are vital to the
total educational process. The program is designed to offer a variety of
challenging and enjoyable activities to every member of the student
body. Activities include vigorous team sports such as football and
basketball; competitive individual events such as table tennis and pool
tournaments, and one-on-one basketball; and non-competitive
recreational activities.
Athletics
With the goals of both athletic and academic excellence, the Athletic
Department at USCA has emerged as a well-rounded intercollegiate
program.
USCA is committed to fielding competitive athletic teams which are
comprised of academically qualified student athletes. USCA holds
membership in the NCAA Division II and is a charter member of the
Peach Belt Conference (PBC). The PBC— consisting of Armstrong
Atlantic State University, Augusta State University, Clayton College
and State University, Columbus State University, Georgia College and
State University, Georgia Southwestern State University, Lander
University, Francis Marion University, University of North Carolina
at Pembroke, North Georgia College, and USC Aiken— has conference
championships in twelve different sports. The “Pacers” compete on a
conference, state, and national level in eleven different sports. These
sports are volleyball, men’s and women’s soccer, women’s cross-country,
men’s and women’s basketball, softball, golf, baseball and men’s and
women’s tennis.
Facilities are also a plus. The new Roberto Hernandez Baseball Stadium
is state of the art. All tennis courts have recently been renovated. The
Pacers also have lighted soccer and softball fields. In addition, the new
3500 seat Convocation Center will keep USCA’s facilities among the
finest in the southeast.
Student Media
Student Media at USCA is comprised of Pacer Times newspaper and
Broken Ink literary magazine. Both are operated by students, offering
valuable experience for all interested students, regardless of major.
Students can also gain experience in sales, as student advertising
representatives work for Pacer Times.
USCA Board of Publications
Created in 1986, the Board of Publications (Media Board) is comprised
of three faculty members and four students who allocate student activities
funds to the student publications which come under the board’s
cognizance. These are Pacer Times (newspaper), and Broken Ink (literary
magazine). The Board is the governing body for these media and oversees
their budgets, hires the editors of each and sets high journalism standards
in keeping with sound ethics.
Leadership Programs
The Emerging Leaders Class is an eleven-week leadership training
program designed especially for students interested in developing their
leadership potential. The class teaches students leadership behavior
skills, enhances personal development, introduces student to key campus
personnel and other student leaders, and helps build confidence in
students for participating in future leadership positions. During the
class, topics covered include, but are not limited to: leadership styles,
community service, power and authority, ethical dilemmas, cultural
diversity awareness, personality types, and stress/time management.
The class includes a weekend retreat and an invitation to participate in
various other leadership training and service programs sponsored by
the Office of Student Activities. The class is a two credit course.
The Citizen Leadership Class is a two credit course which focuses on
applying leadership theory to active service learning experiences.
Students will look at citizenship from a variety of perspectives and
reflect on their roles as leaders and citizens.
For more information on Leadership Programs, contact the Director
of Student Involvement, 641-3411, ahmeds@usca.edu.
13
ST U D E N T AC A D E M I C A N D
D E V E LO P M E N T SE RVICES
rapidly changing, competitive and global job market, the Career Services
staff invites students to empower themselves by taking charge of their
career futures. The staff is available to assist students through this
process.
Academic Success Center
The following is only a sample of the resources and services available:
The Academic Success Center encourages the academic success of
USC Aiken students by assisting them in developing educational
plans, connecting them to campus resources, and promoting engaged
learning and personal responsibility.
Career Counseling, including
•
Career planning
•
Choosing a major/career
•
Career assessment instruments (DISCOVER, MBTI, Strong
Interest Inventory)
•
Experiential education
•
Job search strategies
•
Graduate school
Career Library Resources
•
Vault online career library
•
Career planning books
•
Career magazines and other literature
•
Employer information and directories
•
Resume, cover letter and interview books
•
Graduate school
Career Information Handouts
•
Career planning timeline
•
Job search strategies (resume, cover letter, networking,
etc.)
•
Choosing a career/major
•
“What can I do with a major in......”
Career Workshops
•
Career planning and career decision-making
•
Resume preparation
•
Interview techniques
•
Job search strategies
•
Myers Briggs
•
Networking
•
Graduate school
Career Fairs
Career Panels Program
Resume and Cover Letter Review
Mock Interviews
Below are descriptions of some of the services in the department.
More detailed information about these services, a full list of the free
programs in the department, and other academic resources can be
accessed at www.usca.edu/asc.
Academic Advisement
The Academic Success Center helps connect USCA students to
their assigned advisor. Students are required to be advised prior
to each registration period. While the advisor assists students
in pursuing educational goals, it is ultimately the student’s
responsibility to ensure they are making progress toward degree
completion.
Early Warning
The Early Warning process is a mechanism to alert students to
specific behaviors and academic issues that may affect their
academic performance. USCA faculty and teaching staff are
encouraged to submit Early Warning Forms. When an Early
Warning Form is received, the student and the student’s advisor
are informed. Students who receive Early Warning letters are
encouraged to meet with their advisor and professor for the
course in which the Early Warning was received.
First-Year Seminar (AFYS 101)
This course assists students as they transition to the USCA
community and provides the tools and strategies they need to
have a successful undergraduate experience. For additional
information, visit www.usca.edu/fye.
Tutoring
Tutoring is available in a number of content areas and courses.
All USCA tutors are identified through faculty references, and
tutoring is free for enrolled USCA students. To access a list of
tutors available for the current semester, visit the Academic
Success Center website. Additionally, if students need assistance
in a course that is not included in the list, they can complete a
“Tutor Request” form on the website.
Academic Consultations
The Academic Success Center offers academic consultations
designed to assist students at any level. Students work one-onone with professional staff members to improve time management, study skills, organizational skills and other academic
skills. Students can schedule an appointment using the
“Appointment Request” form on the website.
The Academic Success Center is located in Penland, Room 108.
Career Services
The mission of the Career Services Office is to assist all USCA students
with their career-related concerns -- choosing a college major, choosing
a career, career planning, experiential learning and job search. Realizing
that career planning is a lifelong process, our objective is to teach
effective self-assessment and skill development that will aid students
and alumni in their pursuit of career goals. Another component of the
office’s mission is posting on-campus student employment positions
and providing the campus-wide segment of student employment training.
The Career Services Office offers valuable resources and services to all
students. To take full advantage of the many resources and services
available requires some initiative on the part of the student. In this
14
Experiential Education
The Career Services Office now supports various aspects of experiential learning. The components of the Experiential Education Program
are: Job Shadowing, Informational Interviews, Non-credit Internships,
and Cooperative Education. These components allow students to gain
practical experience in career areas of their choice. Experiences may
range from observing a professional for a period of several hours to
working for multiple semesters with a local company.
Job Postings and Resume Referral
Career Services uses an online system called “Pacer Career Connection” to post jobs and refer resumes. Job postings include all full-time,
part-time, internship, co-op, on campus and off-campus positions.
“Pacer Career Connection” can be accessed by going to the Career
Services website at www.usca.edu/careers and clicking on “jobs”.
For more detailed information about our services, visit the Career
Services Office in the Penland Administration Building, Room 107.
Counseling
The Language Learning Center
The Counseling Center’s mission is to support students in their individual
development by maximizing their problem-solving and decision-making
skills in order to facilitate constructive choices in accomplishing their
academic and personal goals. In conjunction with this mission, the
Counseling Center interacts with the University community to ensure
a college environment that is as beneficial as possible to the overall
well-being of students, thereby empowering them to meet their fullest
potential.
The Language Learning Center supports the integration of technology
into language instruction and linguistic acquisition. Through methods
such as aural-oral programs, video, and internet access, the Language
Learning Center provides students with opportunities to acquire, develop, and practice effective communicative skills and to gain insight
into and appreciation of diverse cultures and peoples. Students use the
center to complete homework assignments and class projects.
The Counseling Center provides counseling services for USC Aiken
undergraduate and graduate students. Services are free and confidential,
unless the individual student specifically requests that information be
revealed to a particular entity or the student poses a potential danger to
himself/herself or others. The services offer an holistic, developmental
and short-term approach to assessing, consulting, individual counseling,
group counseling, psycho-education, and training which enhances
students’ lives. Counselors are available by calling the Counseling Center
at (803) 641-3609 for an appointment. Information on additional
services is available in the Counseling Center, Business and Education
Building, Room 126, or at the following web site: http://www.usca.edu/
cc.
The Language Learning Center is located in the Humanities and Social
Sciences Building (Room 107) with open hours posted each semester.
Math Lab
The mission of the Math Lab is to provide support for students enrolled in mathematics courses at USCA, and ultimately enable students
to be successful in classes that use mathematics. This is accomplished
by providing students with free peer tutoring in any freshman level and
selected sophomore level mathematics classes. The Math Lab is located in Penland, Room 221 or online at www.usca.edu/asc/mathlab.htm.
Office of Intercultural Programs
Disability Services
The mission of Disability Services is to facilitate the transition of
students with disabilities to the University environment and act to
provide appropriate accommodations for each student’s special needs
in order to ensure equal access to all programs, activities and services at
USCA.
USCA seeks to assist undergraduate and graduate students with medical,
psychiatric, or learning disabilities in their college experience through
an integration of on-campus services. The goal is to make all USCA
programs and services accessible. Special classroom accommodations
are provided to students with documented disabilities based on individual
student needs. These services are the result of a cooperative effort with
the student’s instructor and may include: priority seating, a note taker,
test proctoring, permission to tape record lectures, alternative media
or other accommodations to assist the student in her/his classroom
efforts. USCA also has an Assistive Technology Center with state of
the art equipment and software to improve access for eligible students.
Students with a documented disability that significantly impairs their
ability to maintain a full-time course load of 12 hours or more per
semester may be considered on a case-by-case basis for modified fulltime status. Verification of eligibility will be determined by the Disability
Services Office. Those who would like to be considered for financial aid
must contact the Office of Financial Aid regarding the eligibility
requirements for students who are enrolled on a modified full-time
basis.
Assistance begins when a student’s Disability Services application is
approved and ends when a student graduates. Throughout the USCA
experience, campus-wide services are coordinated to meet the needs of
the student. To be eligible for services, students must provide medical
documentation that provides information about a substantial limitation
to one or more major life activities, specifically as it applies to meeting
the demands of University life, in and/or out of the classroom. Although
some disabilities do not change over time, the medical documentation
must address the student’s current level of functioning, therefore, the
documentation can be no more than three years old. IEP’s and 504
Plans, although providing historical evidence of services and
accommodations, are generally not considered sufficient to make a
student eligible for services. For more information, contact Disability
Services at (803) 641-3609, stop by the Business and Education Building,
Room 126-A, or visit the Disability Services website at http://
www.usca.edu/ds.
In support of the overall mission of the University of South Carolina
Aiken and as an administrative component of the Student Life and
Services Division, the Office of Intercultural Programs seeks to foster
a warm, welcoming, and supportive environment for the diverse members of the campus community; to provide minority and international
student support services and programs that assist with campus efforts
to mirror the retention, graduation, and career placement rates of the
larger student population; to work with various departments and committees of the university to provide programs and activities for the
campus and local community that encourage an awareness and appreciation of cross-cultural perspectives; and to help equip members of the
campus community with practical leadership and interpersonal skills to
prepare them for living and working in an increasingly multicultural
society.
The following is a sample of the resources and services available through
the Office of Intercultural Programs:
Domestic and general Intercultural Program concerns and programming
• African American Students’ Alliance (AASA)
• Minority Achievement Program (MAP)
• The Compass Leadership Program (Compass)
• The National Coalition Building Institute (NCBI/
diversity education)
• The Mosaic Multicultural Newsletter
• Access and Equity compliance
• Annual campus and community-wide celebrations (such
as Kwanzaa, Women’s History Month and Dr. Martin
Luther King, Jr. Remembrance Day celebrations)
For more information about the office and programs listed above,
contact Stacie L. Williams, Director of Intercultural Programs, at 803641-3412 or staciew@usca.edu, website at http://www.usca.edu/intercultural or visit the office located in the Student Life Office of the
Student Activities Center.
15
International programs and services
•
•
•
•
•
•
Visa information and assistance
International student orientation and cultural adjustment
Immigration regulations (including maintaining SEVIS)
International Student Organization (GLOBE)
Study, work and volunteering abroad
Assisting with campus-wide international and
intercultural programming (such as Intercultural
Roundtables and the International Festival)
For more information about the international programs and services
listed above, contact Amela P. Malkic, Assistant Director of Intercultural Programs, at 803-641-3671 or amelam@usca.edu or visit the
office in the Student Life Office of the Student Activities Center.
Orientation
Orientation programs are offered for all new freshmen and transfer
students. Orientation is designed to ensure a smooth transition to USCA
by familiarizing new students with the policies, procedures,
opportunities, and people associated with USC Aiken. Several orientation
programs are scheduled before the beginning of each semester. The
School of Education and the Department of Psychology handle
orientation for graduate students.
C A M P U S SE RVICES
Library
The Gregg-Graniteville Library of the University of South Carolina
Aiken (USCA) supports the University’s overall mission through
excellence in facilities, collections, services, instruction, and scholarship.
The faculty, support staff, and collections of the Gregg-Graniteville
Library comprise an integral part of USCA’s instructional program.
The following services and resources are available to all registered
students:
Traditional and nontraditional library services
•
•
•
•
•
Reference and research assistance
Active instruction and information literacy programs
Interlibrary loan and PASCAL Delivers
Self-service photocopying equipment
Extensive website with links to Library services and
resources
Computerized library technology
•
•
•
•
•
Web-based catalog for all USC campuses
Laptops for student use
Wireless network access
Multiple full-text databases
Internet access terminals
An attractive, modern library facility
Writing Room
The mission of the Writing Room is to provide an open teaching and
learning environment for the collaborative discussion of writing so
that students may become more aware and independent writers. Writing consultants come from a range of disciplines and are formally
trained to provide feedback during all phases of the writing process.
The Writing Room is located in H&SS, Room 112 or online at
www.usca.edu/asc/writingroom.htm.
•
•
•
•
•
Newly renovated 40,000 square-foot building
Book and bound periodical collection of more than
180,000 volumes
Microform collection numbering more than 28,000
volumes
Periodical and newspaper title collection of over 29,000
Official depository for United States Government
publications and South Carolina state documents and
the Department of Energy public reading room
collection; over 70,000 documents in combined
collections
Loan periods/Overdue charges
•
•
•
•
•
•
Four weeks for current USC System students
Academic year, subject to recall after four weeks, for
faculty and staff
Two weeks for borrowers in other designated clientele
categories
Juvenile and Media Collection loan period of one week
Reserve and Interlibrary Loan materials’ loan periods
vary
Overdue charge of 25 cents per day; overdue Reserves
charge of $1.00 per day
Hours
Monday-Thursday
Friday
Saturday
Sunday
8:00 A.M.
8:00 A.M.
10:00 A.M.
2:00 P.M.
to
to
to
to
11:00 P.M.
5:00 P.M.
5:00 P.M.
11:00 P.M.
Variations for holidays, intersessions,
and exam periods are posted.
Presentation of current bar-coded University ID card required for checkout.
16
The USCA Bookstore
The Science Store
The mission of The USCA Bookstore is to provide a competitive
source for purchases of course materials, USCA merchandise and other
services related to campus life, while fostering, enhancing, and supporting the academic and administrative goals of the University of
South Carolina Aiken.
The Science Store is located near the DuPont Planetarium in the
Ruth Patrick Science Education Center. The Science Store is open
during public planetarium shows and will also be open during all
student program visits. For more information, please call 641-3313.
The USCA Bookstore is the source for all course materials including
textbooks, lab supplies, course packets, school supplies, and study aids.
The bookstore is located in the Student Activities Center, (SAC) near
the Food Court. Operated by the University of South Carolina Aiken,
the primary goal of the bookstore is to provide educational materials
to students at the lowest cost possible.
Return Policy
The USCA Bookstore offers refunds and exchanges.
•
An original sales receipt is required for all refunds and
exchanges.
•
Merchandise must be returned in the same condition as when
purchased.
•
The final day for textbook refunds will be posted in the
bookstore, and listed in campus publications each semester.
•
No refunds are offered at any time for study outlines, unwrapped course packets, or magazines. Software and multimedia products are refundable in their original, unopened
packaging only.
•
Special orders are not returnable.
Book Buy Back Policy
The Science Store specializes in unusual, hands-on science materials,
toys, models, kits, and collectibles not typically found in larger chain
stores. This is a child-friendly, “please touch” kind of store, with
merchandise similar to that found in museum gift shops. The
Science Store carries puzzles, games, tee shirts, posters, reference
materials, educational books, science-related gifts and classroom
teaching aids. This is a terrific resource for teachers, parents and
students looking for unique items that make science come alive in
the hands of a child.
Campus Dining
Campus Dining’s mission is to maintain its unique partnership with the
Aiken community. Campus dining strives to provide high quality products and excellent service to USC Aiken students, administration, faculty, staff, visitors, local merchants and residents.
The university contracts with one of the countries premier food service operators to provide food service on campus and offer many
dining options at USCA, including:
•
The Scoreboard Cafeteria located in the Student Activities
Center which offers a full service cafeteria featuring a salad
bar, display cooking, subs, and grilled entrees.
•
The Station in the Humanities and Social Sciences
Building, which includes subs, frozen yogurt, and gourmet
coffee.
The USCA Bookstore wants to buy as many books as possible. This
helps reduce the expense of course materials for everyone. The best
time to sell used books is during final exams at the end of each semester.
Pacer Downs Market
The bookstore will pay half (50%) for a book that has been readopted
for an upcoming semester, is a current edition, is in re-sellable condition, and is not overstocked at the bookstore.
The Pacer Downs Market is located next to the campus housing office
at Pacer Downs. The market offerings include grocery items, snacks,
gourmet coffee and cappuccino, and other items.
The bookstore will offer the current wholesale value for all other books
as determined by a national textbook buying guide.
Bookstore Hours
Fall & Spring Semesters
Monday through Thursday
Friday
7:45am - 6:00pm
7:45am - 3:00pm
Summer Sessions
Monday through Thursday
Friday
8:00am - 5:00pm
8:00am - 3:00pm
Pacer Cards $40.00
Pacer Cards are ideal for those students not required to purchase a
meal plan, commuter students, faculty and staff, or as a way to
supplement an existing meal plan. Pacer Cards only cost $40.00
and you receive $44.00 of purchasing credit. When one runs out,
just stop by and purchase another.
With extended hours at the start of each semester.
Any change of Bookstore hours will be posted.
Contact Information
Telephone
803-641-3457
e-mail
bookstore@usca.edu
url:
www.uscabookstore.com
Questions, comments, or suggestions regarding the bookstore may
be directed to:
Heidi DiFranco: Director
e-mail: heidid@usca.edu
17
Meal Plan Options
University Housing
Meal plans are an excellent way to ensure proper nutrition and budgeting. Additionally, they offer the best dining value! There is a meal plan
to suit the needs of every student, everyone should consider purchasing
a meal plan.*
Living on campus allows students to have the opportunity of
independence and privacy, while enjoying proximity to classes and
activities, and the support and services provided by the University
Housing staff. The professional staff and the Resident Assistants are
dedicated to providing a variety of programs and activities.
•
Plan A: 10 Meal Plan-$875.00 per semester
Provides 10 full, hot meals in the cafeteria per week. This
plan also offers a bonus $50.00 in declining balance
money, which may be used in any campus dining location.
•
Plan B: 15 Meal Plan-$950.00 per semester
Provides 15 full, hot meals in the cafeteria per week with
equivalency credits that may be used in the Food Court.
This plan offers $75.00 in declining balance money,
which may be used in any campus dining location.
•
Plan C: 19 Meal Plan-$1025.00 per semester
Provides 19 full, hot meals in the cafeteria each week. This
plan also offers a bonus $75.00 in declining balance money,
which may be used in any campus dining location.
•
Plan D: Sophomore/Junior/Senior Declining Balance Plan
-$750.00 per semester
Provides a declining balance value, which may be used like
cash in any campus dining location. Offered to sophomore,
junior, and senior students only.
•
Plan E: Junior/Senior Declining Balance Plan-$375.00 per
semester
Provides a declining balance value, which may be used like
cash in any campus dining location. Offered to junior and
senior students only.
~Rates and meal plans may be subject to change~
*A Special Note to Students Residing in University Housing
All students residing in university housing are required to purchase a
meal plan.
Pacer Crossings is a new 300 bed residence hall especially designed to
enhance the freshman experience by providing many amenities and
services. Pacer Crossings will feature a shared, furnished fourbedroom suite (two students to each bedroom) with four baths,
furnished living room area, free high-speed wireless internet access,
phone service, micro fridge in each bedroom, and cable TV. Also
within the residence hall is an onsite laundry facility, 12 study rooms,
8 kitchens, a learning center, lounge space and game room. Pacer
Crossings is staffed by a live-in Assistant Director and 12 Resident
Assistants. There will be one resident assistant to every 24 residents.
Pacer Commons consists of 79 4-person apartments, housing 316
residents. Pacer Commons contains 43 double-bedroom apartments
and 36 single-bedroom apartments. Each apartment is furnished and
contains two full bathrooms, a living area and a fully equipped
kitchen. Pacer Commons is staffed by a live-in Assistant Director
and 11 Resident Assistants. Pacer Commons has a recreational area
that consists of a volleyball court and a basketball court. Within the
halls of Pacer Commons there are 6 lounges, 2 classrooms, a
computer room, game room with vending and laundry facility.
Pacer Downs is an apartment complex housing 352 residents. Each
apartment is furnished and contains two double bedrooms, two full
bathrooms, a living area, and a fully equipped kitchen. Pacer Downs
is staffed by a live-in Assistant Director and 12 Resident Assistants.
The recreation area within Pacer Downs consists of a pool,
volleyball court and basketball court. There is a Community Center
by the pool that includes a computer lab, kitchen area, lounge, and a
covered patio going out to the pool.
USCA students who wish to live on campus or have questions
concerning housing should contact the University Housing office at
641-3790 or housing@usca.edu.
Freshman residents may choose from Meal Plans: B or C
Safety at USCA
Sophomore residents may choose from Meal Plans: A, B, C, or D
USCA is concerned about safety issues for all of its students. The
Student Right to Know Act gives all interested parties information
concerning on-campus safety and crime. For information about the
frequency and type of reportable incidents on campus, please contact
the USCA Office of Public Safety at (803) 641-3290 or at the
following web address: http://www.usca.edu/ps/psmain.htm
Junior and Senior residents may choose from Meal Plans:
A, B, C, D, or E
Students residing in university housing will sign up for a meal plan
when they complete their housing application, all other students
should sign up during the registration process. All students must
present a valid USCA I.D. and a receipt showing payment for the
meal plan to the campus dining office located in the cafeteria in the
Student Activities Center to activate their meal plan.
Questions, comments, or suggestions regarding campus dining may
be directed to:
Jon Maney, Director, Dining Services
471 University Parkway
Aiken, SC 29801
803-641-3293
e-mail: jonm@usca.edu
OR
Jeff Jenik, Director of Campus Support Services and
Procurement Manager
University of South Carolina Aiken
471 University Parkway
Aiken, SC 29801
e-mail: jeffj@usca.edu
18
If off-campus housing is being considered, students and parents
should be aware that Aiken County is served by three separate law
enforcement units, with jurisdiction determined by location within
the City of Aiken, the City of North Augusta, or the balance of the
County, which is served by the Office of the Sheriff of Aiken County.
Please contact rental agents for County or City emergency numbers
that might be helpful such as fire, police, and hospital. In addition,
USCA strongly suggests that all students considering off-campus
housing contact the appropriate law enforcement agency for specific
safety and crime information about the residential areas under
consideration.
Local Law Enforcement Contact Points:
Aiken County Sheriff - Phone: (803) 642-1761
(or 911 for emergencies)
City of Aiken Public Safety - Phone: (803) 642-7620
(or 911 for emergencies)
Web address: http://adps.aiken.net
City of North Augusta Public Safety - Phone: (803) 279-2121
Web address: http://www.northaugusta.net
Automatic Teller Machine (ATM)
information is also available on the USCA web page.
An ATM is located in the Student Activities Center near the USCA
Bookstore for your convenience.
The Americans with Disabilities Act (ADA), Public Law 101-336 of
1990 provides antidiscrimination (civil rights) protection and access
to equal employment opportunities for persons with disabilities.
Accessibility requirements are similar to those imposed under Section
504 of the Rehabilitation Act of 1973 which addresses nondiscrimination in employment and program services by recipients of
any federal assistance. The ADA compliments section 504 and
expands its coverage as well as changes some of the application and
accommodation processes.
Child Care
The USCA Children’s Center is located on the south side of the
campus and offers child care for faculty, staff, and students and the
community for a reasonable fee. It is licensed by the State of South
Carolina and employs qualified teachers and students of the
University. The Center is nationally accredited. The Center is open
twelve months a year. Full-time care is available for children ages six
weeks through five years. The Children’s Center not only provides
quality child care but also serves as a training and research site for
the USCA School of Education’s Early Childhood Education degree
program.
USCA is committed to the letter and the intent of both the ADA and
section 504. If a student has a question concerning possible
discrimination due to a disability, they may contact the Coordinator
of Disability Services at 641-3609 for further information.
Both undergraduate and graduate students will find
additional USCA regulations and procedures printed in other
sections of the Bulletin and the USCA Student Handbook.
G E N E R A L REGULATIONS
Conduct
The responsibility for administering undergraduate and graduate
student discipline at USCA is vested in the Vice Chancellor for
Student Life and Services. Conduct rules, disciplinary penalties, and
complete hearing procedures are contained in the USCA Student
Handbook.
The University reserves the right to decline admission, to suspend,
or to require the withdrawal of a student from the University if the
appropriate hearing body or official determines that this course of
action is in the best interest of USCA students. Registration at the
University assumes the student’s acceptance of responsibility for
compliance with all regulations published in the Student Handbook,
as well as any rules found in any other official publication.
USCA Academic Code of Conduct
USCA supports a culture of academic integrity and requires that all
faculty and students abide by the spirit and letter of the Academic
Code of Conduct. Violations of this Code will not be tolerated by
this community.
Academic honesty violations are dealt with in accordance with the
Academic Code of Conduct, which is described in the USCA Student
Handbook. Such violations include, but are not limited to, cheating,
plagiarism, lying, and bribery. Undergraduate and graduate students
who have committed infractions of the Academic Code of Conduct
may receive a hearing before the University Judicial Board, with
right of appeal to the Executive Vice Chancellor for Academic
Affairs, who is responsible for maintaining and enforcing the
Academic Code of Conduct.
Student Consumer Information
The Student Right-to-Know and Campus Security Act of 1990 (P.L.
101-542) and the Higher Educational Technical Amendment of 1991
(P.L. 102-26) require that all institutions of higher education collect
and make certain information available to students/prospective
students and employees/prospective employers upon request. Title I
of this act is known as the Student Right-to-Know Act and Title II is
known as the Crime Awareness and Campus Security Act.
Information requirements are separated into three categories:
graduation or completion rates, athletically-related financial aid, and
campus crime. Graduation or completion rates are prepared and
published by the Registrar’s Office and are readily available to current
and prospective students upon request. Athletically-related aid
reports are prepared for the NCAA and are available upon request
from the Athletic Department. Statistics on campus crime are
published annually by the USCA Department of Public Safety and are
provided to current and prospective students and employees. This
19
Fees and Refunds
T
he University reserves the right to alter tuition and fee
charges without notice. All charges are due and
payable on the date that they are incurred, or the due date
indicated on the ticket, invoice, or statement.
Any student who has failed to pay all required registration fees on or
before the last date to change course schedules (as indicated in the
University calendar) may be dropped from class rolls. Any student
who fails to relieve any other indebtedness to the University or to
any of its auxiliary agencies on the date such obligations become due
may not be issued a transcript, diploma, or degree.
C H E C K S A N D CREDIT CARDS
Checks for the exact amount of the total charge should be made
payable to the University of South Carolina Aiken.
If a check given in payment of academic and other fees is not
honored upon presentation to the bank on which it is drawn, the
student may be required to pay a late payment fee of $5.00 per day
beginning with the first day of classes (for a maximum of $350.00)
plus a $30.00 service charge. If a check given in payment of other
charges is returned from the bank on which the check is drawn, the
maker will be required to pay a $30.00 service charge.
If a check writer fails to pay the total amount of the check, plus the
additional charges (by cash or cashier’s check) within 10 working
days, the University will have the right to refer the check to
collection where additional costs will be incurred, and may not allow
the student to re-enter the University, secure a transcript of records,
or receive a diploma until the total amount has been paid.
The University accepts only MasterCard, American Express and
Discover credit cards in payment of tuition and fees on VIP (Visual
Information Processing). There is a fee when paying by credit card
on VIP. Visa, MasterCard, American Express and Discover credit
cards may be used at all other campus locations. If a credit card
given in payment of academic and other fees is not paid upon
presentation to the bank on which it is drawn, the student may be
required to pay a late payment fee of $5.00 per day beginning with
the first day of classes (for a maximum of $350.00) plus a $30.00
service charge.
R ESIDENT STATUS
The University has established a differential in tuition and fees
between State residents and non-residents, and must therefore
determine the resident classification of applicants and students in
accordance with South Carolina Code of Laws (59-112-10 et seq.).
Policies for Students
The initial determination of one’s resident classification is made at
the time of admission. The determination made at that time, and
any determination made thereafter, prevails for each semester until
the determination is challenged successfully. The burden of proof
rests with the student to show evidence as deemed necessary to
establish and maintain their residence status.
Definitions of Terms
“Reside”— continuous and permanent physical presence within the
state.
“Domicile”— true, fixed, principal residence and place of
habitation indicating where a person intends to remain or to
where one expects to return when away. One may have only
one legal domicile.
20
“Independent person”—one in his/her majority (18 or older)
whose predominant source of income is his/her own earnings or
income from employment, investments or payments from
trusts, grants, scholarships, loans or payments made in
accordance with court order. An independent person is also one
who is independent during the tax year immediately prior to the
year in which resident status is claimed and whose independent
status has not changed. An independent person must provide
more than half of his/her support during the 12 months
immediately prior to the date that classes begin for the
semester for which resident status is claimed. Definitions from
independent/dependent persons for resident classifications may
be different than definitions for financial aid purposes.
“Dependent person”—one whose predominant source of income
or support is payments from a parent, spouse or guardian and
who qualifies as a dependent (or exemption) on the federal
income tax return of the parent, spouse or guardian.
Under the law, residency for fee and tuition purposes can be
established by an independent citizen or by certain classes of
independent aliens.
Resident Classification. In order to be classified as a South
Carolina resident for fee and tuition purposes, an independent person
must physically reside and be domiciled in South Carolina for at least
12 months immediately preceding the date that classes begin for the
term for which resident status is to be determined. The independent
person must couple his/her physical presence within the state for 12
months with objective evidence that he/she intends to establish a
permanent home in South Carolina.
If these steps are delayed, the 12-month duration period will be
extended until both physical presence and intent have been
demonstrated for 12 months.
Physical presence within the state solely for educational purposes
does not constitute the establishment of South Carolina residence for
fee and tuition purposes, regardless of the length of stay.
Maintaining Residency. A person’s temporary absence from the
state does not necessarily constitute loss of South Carolina residence
unless that person has acted inconsistently with the claim of
continued South Carolina residence during his/her absence from the
state. The burden is on the person to show retention of South
Carolina residence during the absence from the state.
Dependent Persons. The law also provides for resident
classification of dependent persons. Generally, the resident status of
a dependent person is based on the resident status of the parent,
spouse or guardian upon whom the dependent person is financially
dependent.
The resident status of a dependent person whose parents are
separated or divorced may be based on the resident status of the
parent who supports and claims the dependent person as a dependent
for federal income tax purposes, or it may be based on the resident
status of the parent who has legal custody.
A dependent alien may be entitled to resident classification if the
alien and the parent of the alien have been lawfully admitted to the
United States for permanent residence and the parent has physically
resided and established permanent residence in South Carolina for at
least 12 months after admission for permanent residence.
Exclusions
Persons in the following categories may qualify to pay in-state fees
without having to establish a permanent home in South Carolina for
12 months. Persons qualifying under any of the exclusions below,
must complete a residency application and provide documentation to
verify their eligibility under the applicable exemption.
Richmond and Columbia County Residents. Persons who are
legal residents of Richmond or Columbia counties, Georgia, may
qualify to pay the in-state tuition rate and should contact the
Admissions office for additional information. Note: reciprocal
agreement for in-state applies to Aiken undergraduate or
graduate courses taken at the Aiken campus.
1.
2.
3.
Military Personnel and Their Dependents. Members of the
United States armed forces (and their dependents) who are stationed
in South Carolina on active duty may be considered eligible for instate rates.
4.
When such personnel are ordered away from the state, their
dependents may continue for an additional 12 months to have this
eligibility.
5.
6.
Such persons (and their dependents) may also be considered eligible
for in-state rates for a period of 12 months after their discharge
from the military, provided they have demonstrated an intent to
establish permanent residence in South Carolina and they have
resided in South Carolina for a period of at least 12 months
immediately preceding their discharge.
7.
Military personnel whose educational expenses are paid by the
federal government are ineligible to pay in-state fees.
1.
Faculty and Administrative Employees and Their Dependents.
Full-time faculty and administrative employees of South Carolina
state-supported colleges and universities are eligible for in-state rates
without regard to their state of permanent residence. Dependents of
such persons are also eligible for in-state rates.
Residents with Full-Time Employment and Their Dependents.
Independent persons who have resided and been domiciled in South
Carolina for less than 12 months may be eligible for the in-state
rates if they are full-time employed (minimum 37.5 hours a week on
a single job) in the state and they will continue to work full-time
until they meet the 12-month requirement provided they have taken
steps to establish a permanent home in the state. The dependents of
such persons may also be eligible for in-state rates.
Effects of Changes
Moving. Any dependent person of a legal SC resident who has been
domiciled with his/her family for a period of at least 3 years and
whose family’s domicile has been terminated (an employee directed
transfer – not a voluntary change in domicile) immediately prior to
his/her enrollment may enroll and continue to be enrolled at the instate rate. Persons qualifying under this provision are eligible to pay
in-state fees as long as there is not an interruption in their
enrollment, summer terms excluded.
If a dependent or independent person has been domiciled in South
Carolina for less than three years and his/her resident status changes
between the time of acceptance and actual enrollment, the person
may be allowed to pay resident fees the semester for which accepted
and a grace period of one additional semester, provided the person
was a permanent resident at least 12 months prior to acceptance for
admission. If the person’s resident status changes after he/she enrolls,
the person may retain resident status for the continuation of the
semester in which the person’s resident status changed and for a
grace period of one additional semester.
Marriage. If a non-resident marries a South Carolina resident, the
non-resident does not automatically acquire South Carolina resident
status. The non-resident may acquire South Carolina resident status if
the South Carolina resident is an independent person and the nonresident is a dependent of the South Carolina resident.
Procedures
Applying for Resident Status. Persons applying for resident status
should determine that they meet the requirements for an
independent citizen, an independent alien, a dependent citizen or a
dependent alien as described above.
Establishing Requisite Intent. The following may be considered
convincing evidence that one intends to establish permanent
residence in South Carolina:
registering to vote and voting in South Carolina elections;
obtaining a South Carolina driver’s license, or if a non-driver, a
South Carolina identification card. Failure to obtain this within
90 days of the establishment of the intent to become a SC
resident will delay the beginning of eligibility;
obtaining South Carolina vehicle registration. Failure to obtain
this within 45 days of the establishment of intent to become a
SC resident will delay the beginning date of eligibility;
paying South Carolina income tax as a resident, including
income earned outside South Carolina from the date residence is
established;
existing principal residence in South Carolina;
offer and acceptance of full-time employment in South
Carolina;
absence of evidence of permanent residence in other states
during any period for which residence in South Carolina is
asserted.
Not any one of these factors or any group of these factors is
necessarily determinative. Each case is decided individually on the
basis of all facts submitted.
2.
3.
Persons applying for resident classification must complete a
residency application and supply supportive documentation at
least three weeks prior to the fee payment deadline for the
applicable term to allow sufficient time for a decision to be
made.
Persons who submit residency applications less than three
weeks prior to fee payment deadlines for applicable terms may
be required to pay out-of-state fees.
Refunds may be requested any time during the fiscal year in
which the applicable term occurs. The fiscal year begins on July
1 of each year and ends on June 30 of the following year.
Maintaining Resident Status. A person who will be out of state
temporarily should take the following steps to retain South Carolina
resident status for fee and tuition purposes:
1. continue to use a South Carolina permanent address in all
records;
2. satisfy South Carolina resident income tax obligations
(individuals claiming permanent residence in South Carolina are
liable for payment of income taxes on their total income from
the date they establish South Carolina residence; this includes
income earned in another state or country);
3. retain South Carolina voter’s registration, vote by absentee
ballot;
4. maintain South Carolina driver’s license and vehicle
registration.
Incorrect Classification. Persons classified incorrectly as residents
are subject to reclassification and to payment of all non-resident fees
not paid.
If incorrect classification results from false or concealed facts, such
persons will be charged tuition and fees past due and unpaid at the
out-of-state rate, plus interest at a rate of 8% per annum, plus a
penalty amounting to 25% of the out-of-state rate for one semester.
Until these charges are paid, such persons will not be allowed to
receive transcripts or graduate from the University.
Residents whose resident status changes are responsible for notifying
the Residency Office of such changes.
Inquiries and Appeals. Inquiries regarding residency requirements
and determinations should be directed to the Residency Officer,
Office of Admissions, USC Aiken, 471 University Parkway, Aiken,
SC 29801. No other University personnel are authorized to supply
information relative to residency requirements for tuition purposes.
Any person, following a final decision on residence classification,
may make an appeal to the University Committee on Legal
Residence. The committee, however, is bound by the same laws as
the residency officer, so its purpose is only to review the facts and
details of any case brought before it to evaluate the correctness of
the decision made by the residency officer. Neither the committee
nor the residency officer may waive the provisions of the law.
21
This is a summation, not a complete explanation, of the law
regarding residence. A copy of the law is available in the Office of
Admissions. The residency requirements are subject to change
without notification.
FEES
(PR O P O S E D
FEES F O R
Senior Citizens
Legal residents of South Carolina who have attained the age of sixty
(60) and meet admission and other standards deemed appropriate by
the University may attend classes for credit or non-credit purposes
on a space available basis at no tuition. All other required fees will be
charged.
2008-2009)
Housing
Application Fee
A one-time, non-refundable application fee is required
of all students and must accompany the application.
Undergraduate ................................................................................ $45.00
Graduate .......................................................................................... $40.00
Re-admits, Senior Citizens, Teacher Cadets ............................... $10.00
Fees listed are per student, per semester
Housing .............................................................. (single room) $2440.00
Housing ............................................................. (double room) $2100.00
Maymester .......................................................... (single room) $300.00
Maymester ......................................................... (double room) $245.00
Summer Term ...................................................... (single room) $480.00
Summer Term ..................................................... (double room) $425.00
Matriculation Fee ....................................................... $75.00
A one-time, non-refundable fee for orientation, assessment, and
placement testing for new undergraduate degree-seeking students.
Reinstatement Fee (per occurrence)
..................................... $40.00
Tuition
Full-Time Students (12 semester hours or more)
Undergraduate Resident ................................ (per semester)
Undergraduate Non-resident ......................... (per semester)
Graduate Resident .......................................... (per semester)
Graduate Non-resident .................................. (per semester)
$3,666.00
$7,348.00
$4,444.00
$9,590.00
Part-Time Students (fewer than 12 semester hours)
Undergraduate Resident ........................... (per semester hour) $318.00
Undergraduate Non-resident .................... (per semester hour) $634.00
Graduate Resident ..................................... (per semester hour) $440.00
Graduate Non-resident .............................. (per semester hour)$936.00
Graduate (S.C. certified teachers Resident) .............................................
.................................................................... (per semester hour) $305.00
Graduate (S.C. certified teachers Non-resident) .....................................
........................................................................... (per sem. hour) $338.00
Graduate fees must be paid by graduate students whether the
courses taken are graduate or undergraduate.
Note: Students enrolled in courses at another USC campus
will be required to pay the tuition and fees of that campus
in addition to the USCA tuition and fees for USCA courses.
Audit Fee
Resident ..................................................... (per semester hour) $318.00
Non-resident ............................................. (per semester hour) $634.00
Other Required Fees
Technology Fee ........... (per semester for full-time students) $100.00
(per credit hour each semester for part-time students) $8.00
Parking and Security Fee .................................... (per semester) $25.00
Summer ................................................................. (per term) $8.00
This is a required fee of all students that includes a parking permit
as well as security and parking lot maintenance.
Applied Music Fee ................................................. (per course) $125.00
Music Instrument Rental Fee ............................. (per semester) $35.00
Nursing Lab and Testing Fee .......................... (per credit hour) $10.00
22
Meals
All students residing in campus housing will be required to purchase a
meal plan. Other students may choose from any plan.
Ten meals per week ........................................... (per semester) $875.00
Fifteen meals per week ..................................... (per semester) $950.00
Nineteen meals per week ................................ (per semester) $1025.00
Declining balance
(Sophomore, Juniors, & Seniors only) ............ (per semester) $750.00
Declining balance (Juniors and Seniors only) . (per semester) $375.00
Pacer Cards (Cash Cards) ........................................... (per card) $40.00
Health Insurance (optional)
2008-2009
Students seeking health insurance coverage are encouraged to evaluate
the USC-sponsored plan and determine if it fits their individual needs
and circumstances. Go to http://www.studentinsurance.com for more
information on the plan, and eligibility and enrollment information.
Other Fees
Assessment Testing Late Fee ...................................................... $50.00
Challenge Exam ............................................... (per credit hour) $15.00
Replacement identification card .................................................. $25.00
Replacement fee receipt ................................................................. $5.00
Transcripts ................................................................... (per copy) $8.00
Transcripts are obtained through the Office of the University
Registrar at USC Columbia, S.C. To contact the Office of the
University Registrar, please call (803)777-5555.
The University retains the right to change tuition and fees as
approved by the administration and Board of Trustees.
Fines
Late Registration ............................................................ (per day) $5.00
(after prescribed registration date)
After late registration there will be a $40 reinstatement fee
in addition to all other fees (see Fees above).
Checks returned by bank for any reason .................................... $30.00
Library
Overdue Materials .......................................... (per day, per item) $0.25
Four day grace period; on the fifth day, a $1.25 fine per item
will be levied and a charge of $.25 per day per item will accrue
until the item is returned. The maximum charge is $10.00 per item.
Overdue Reserve Materials ............................ (per day, per item) $1.00
no maximum
Lost Materials ........................................................... (minimum) $63.00
D R O P P E D COURSES - RE F U N D
PR O C E D U R E
Standard Refund Procedures For Dropped Courses
A.
B.
Parking Fines (Bonds)
Parking improperly ....................................................................... $10.00
Parking decal or permit not displayed ........................................ $10.00
Parked in no parking area ............................................................ $20.00
Parked in loading or service zone ................................................ $20.00
Blocking (sidewalk, driveways) .................................................... $25.00
Parked at fire plug; in fire lane .................................................... $75.00
Parked on grass (except as authorized) ....................................... $20.00
Parking in reserved space ............................................................. $10.00
Failure to register ........................................................................... $20.00
Parking in spaces for people with disabilities or
blocking space or curb cut.......................................................$75.00
Parking on yellow curb ................................................................. $20.00
Speeding on campus ...................................................................... $40.00
Parking in Student Housing Lot
by a Non-Resident (1st Offense) ................................................. $30.00
W I T H D R A W A L A N D RE F U N D
IN F O R M A T I O N
Refunds are issued according to the schedules in this section to
students who withdraw from the University, to part-time students
who drop a course or courses, and to full-time students who are
reclassified as part-time students because of dropping a course or
courses.
If a student receiving federal Title IV financial assistance withdraws
from the University, other than federal work-study funds, a portion
of the refund must be returned to the program or programs that
provided the funds.
W I T H D R A W A L RE F U N D PR O C E D U R E
Standard Refund Procedures For Withdrawal From The
University
A.
B.
C.
D.
E.
100% refund of the tuition and fee charges, if the student’s
official withdrawal date is by the end of the first week of
classes of a sixteen (16) week session.
90% refund of the tuition charges if the student’s official
withdrawal date is between the period specified in (A) or
before the end of the 10% period of enrollment for which the
student was charged.
70% refund of the tuition charges if the student’s official
withdrawal date is between the period specified in (B) or
before the end of the 16% period of enrollment for which the
student was charged.
50% refund of the tuition charges if the student’s official
withdrawal date is between the period specified in (C) or
before the end of the 25% period of enrollment for which the
student was charged.
25% refund of the tuition charges if the student’s official
withdrawal date is between the period specified in (D) or
before the end of the 50% period of enrollment for which the
student was charged.
100% refund of the tuition and fee charges, if the student’s
official withdrawal date is by the end of the first week of
classes of a sixteen (16) week session.
70% refund of the tuition charges if the student’s official
withdrawal date is between the period specified in (A) or
before the end of the 16% period of enrollment for which the
student was charged.
Summer Terms
A.
B.
C.
D.
100% refund of the tuition and fee charges when a course is
dropped before the end of the late registration period.
40% refund of the tuition charges when a course is dropped
before the end of the late registration period until one week
after the beginning of the term.
25% refund of the tuition charges when a course is dropped
between one and two weeks after the beginning of the term.
Course dropped more than two weeks after the beginning of the
term - none.
Refund Schedules
Refund schedules are available at the USCA Registrar Website in the
Schedule of Classes and are available in the Registrar’s Office.
Other Shortened Sessions
Adjusted summer session and other shortened session refund
schedules are available at the USCA Registrar Website in the
Schedule of Classes and are available in the Registrar’s Office.
Determining the Refundable Portion Procedure
Fees such as lab, technology and parking are refunded only during the
100% withdrawal period. Housing and meal plan refunds are detailed
in the housing contract.
Policy on the Return of Title IV Funds
Federal financial aid funds which includes Pell, Perkins,
Stafford and PLUS (parent) Loans, and SEOG, are awarded
with the expectation that students will complete the entire
period of enrollment. Students “earn” a percentage of the
funds that are disbursed with each day of class attendance.
When a student who has received federal aid funds (Title IV
Funds) leaves school before the end of the semester or period
of enrollment, federal law requires the University of South
Carolina Aiken to calculate the percentage and amount of
“unearned” financial aid funds that must be returned to the
federal government. Once a student has completed more
than 60% of the enrollment period, students are considered
to have earned all funding received. This calculation may have
the effect of requiring the student to repay funds that have already
been disbursed to the student or credited towards their current
account for tuition, fees, housing and/or meals. Students are
encouraged to meet with a counselor in the Office of
Financial Aid prior to making the decision to withdraw from
school.
The Office of Financial Aid determines how much of the
refund is distributed back to Title IV, HEA programs or other
Financial Aid sources.
Rebates will be refunded in the order prescribed by federal
23
regulations: first to the Unsubsidized Federal Stafford and to
Subsidized Federal Stafford loan, if any; then to Federal
Perkins loan; next to Nursing Student loan, then to any other
Federal, State, private or institutional scholarship and loans;
and, finally, any remaining balance to the student.
Exit interviews are required before leaving the University of
South Carolina for all students who withdraw and have
received Stafford, Perkins, OR NSL loans. These students
should contact the Office of Financial Aid (803-641-3476) to
determine where to go for the interview.
Refunds are not made to students or parents until all
institutional financial obligations for the period have been
canceled or repaid in full.
Standard refunds are calculated on all students who withdraw
from the university regardless of funding sources.
U NIVERSITY WI T H D R A W A L
R E F U N D APPEAL PR O C E D U R E S
Appeals Process
An appeals process exists for students or parents who believe that
individual circumstances warrant exceptions from published policy.
The Withdrawal Appeals Committee reviews and acts on all
appeals.
Address appeals to Withdrawal Refund Appeals Committee, Vice
Chancellor for Enrollment Services, USC Aiken, 471 University
Parkway, Aiken, SC 29801.
The University Withdrawals Refund Appeal Committee is authorized
to consider appeals and approve extraordinary exceptions to the
University’s published withdrawal refund schedule due to humanitarian
and due process considerations. Guidelines for committee
consideration of withdrawal appeals:
1.
2.
3.
4.
5.
24
The appeal must be submitted in writing to the Vice Chancellor
for Enrollment Services and will be considered only in written
form.
All requests for appeal must be submitted directly by the student
and must meet one or more of the following criteria to be
considered by the appeals committee:
a) Documentation of an accident, illness, injury, or incident
which could not be influenced, predicted, planned for, or
prevented by the student or the institution. This provision
specifically excludes conditions or chronic illnesses known
to the student or the student’s family.
b) Demonstration that the application of the published refund
policy would result in a specific and substantial personal
hardship to the student. This provision specifically
excludes circumstances or effects which would simply
inconvenience the student or the student’s family.
c) Documentation of substantiated circumstances where a
student has in good faith relied upon the veracity of a
University official’s advice, or the official’s interpretation
of the text of a University document or publication, and
was consequently misled or mistaken about the terms of
the published refund policy.
The appeal must be initiated during the semester or within 60
days of the end of the semester for which the refund is
requested.
The appeal must involve a total withdrawal from the University.
No refunds for partial withdrawals will be considered.
Appeals will only address whether or not a refund will be
granted. No consideration will be given to grade assignment or
other academic issues. Students must address such issues directly
with the faculty members and the college or school. If
applicable, requests for Extenuating Circumstances Withdrawals
for grade change purposes must be resolved prior to deliberation
6.
7.
by this committee.
Grounds for consideration of an appeal will be restricted to only
those circumstances personally experienced by the enrolled
individual with whom the University has a direct relationship.
Loss or illness of a family member, close associate, or
employee, and/or difficulty in family operated businesses are
excluded from consideration.
The student will be informed of the outcome of the appeal by
letter from the Vice Chancellor for Enrollment Services.
Financial Aid and Scholarships
T
he general purpose of the USCA Office of Financial Aid is
to help students meet their educational expenses at the
University of South Carolina Aiken. Financial assistance
is awarded in the areas of scholarships, grants, loans, employment, or
a combination of these programs. The primary responsibility for
financing post-secondary education rests with the student and family;
however, our office is available to assist applicants in obtaining
financial aid assistance to bridge the gap between our educational cost
and what the student and family are reasonably expected to
contribute. The office is committed to timely delivery of financial
aid proceeds in accordance with all federal, state, and institutional
regulations. The financial aid packages are provided in correlation
with the institution’s recruitment and retention efforts.
G E N E R A L IN F O R M A T I O N
The Office of Financial Aid at USCA provides a wide range of
services and administers a variety of student financial assistance
programs. Included among these are University scholarships,
financial assistance programs originating outside the University, and
all major federal student aid programs. Within these categories are
financial assistance programs which are based upon financial need,
academic merit, or other criteria. The different types of federal aid
programs include grants, loans, and employment opportunities. The
Office of Financial Aid provides counseling for students, prospective
students, and parents in such areas as financial aid opportunities, the
financial aid application process, and financial planning as it pertains
to managing financial aid funds and meeting educational expenses.
Anyone interested in these topics should contact the Office of
Financial Aid to schedule an appointment. Below is a description of
each category of financial assistance available at USCA:
Scholarships are usually based on academic merit and/or need and
repayment is generally not required.
Grants are need based aid which do not have to be repaid.
Employment consists of part-time work that is arranged around the
student’s academic schedule. This type of employment is known as
work-study.
Loans are available to most students. Repayment is not required
until the student graduates or drops below half-time enrollment.
Interest rates vary depending upon the type of loan.
Entitlements are awards that are not necessarily need based in
nature nor do they have repayment requirements. Eligibility for
most entitlements is based on certain special qualifications and
circumstances.
More detailed information about the various financial assistance
programs can be found in the USCA Financial Aid Brochure.
The USCA scholarship and financial aid programs are administered in
accordance with the nationally established philosophy of educational
financial assistance. The basis of this philosophy is the belief that
the student and/or his/her parents are the primary responsible source
for meeting educational expenses and that student financial aid
should be viewed only as supplementary to the efforts and resources
of the family.
FINANCIAL AID POLICIES
The following statement of policies is to help high school principals,
counselors, parents, and students understand the goals of the financial
aid program at USCA.
1. The primary purpose of the financial aid program is to help
students meet educational costs beyond what the student and/or
his/her family can contribute based on a standard analysis of a
family’s financial situation. USCA uses the Free Application for
Federal Student Aid (FAFSA) for the need analysis.
2. In estimating the amount that a student’s family can provide for
college expenses, USCA will consider the following factors affecting
the family’s financial strength: income, assets, number of
dependents, certain debts, retirement needs, etc. Under unusual
circumstances, special financial problems confronting parents and
students can also be considered.
3. The student is expected to secure resources to assist in meeting
educational expenses.
4. Financial aid awards are payable only while the student is enrolled
at least half-time at USCA, excluding the Federal Pell Grant
Program.
5. Students who transfer to another college or university (including
those within the USC system) cannot receive any financial aid
which has been awarded by USCA.
6. Financial assistance received from any source that is not included
in the award letter must be reported to the Office of Financial Aid
at USCA. This must be done even if the extra financial assistance
has been reported to some other office at USCA. Failure to report
extra financial assistance could harm a student’s chances of
receiving financial assistance in the future.
7. The Office of Financial Aid has established March 15 th as
the priority date for receipt of The FAFSA Information.
Applications received after that date will be considered for
appropriate available funds remaining.
8. USCA makes every effort to meet a student’s need. Recipients are
selected on the basis of general eligibility as well as specific program
qualifications. Once a student has been determined to have financial
need, awards are based on the enrollment status of the student and
the availability of funds in each program. The determined award(s)
comprise the student’s financial aid “package.” This package may
consist of a combination of: a) grants, scholarships, entitlements,
b) loans, and/or c) employment.
9. Notification of awards will be made as soon as possible after the
successful completion of the application process. Awards may be
declined or adjusted within two weeks of award notification. An
internet link to terms and conditions of awards will be included
with the award letter.
10. If the application has been submitted by the student in a timely
fashion and financial aid has subsequently been awarded, the award
will usually be paid in two disbursements (once during each
registration period). The USCA Business Services Office will apply
the award(s) to your student account as appropriate.
11. Under certain circumstances, a student may be deemed ineligible
to receive financial aid. These circumstances include: a) not making
satisfactory academic progress (standards are listed below); b) being
in default on a federal student loan; c) owing a refund on a Federal
Pell Grant or Federal Supplemental Educational Opportunity Grant;
d) not demonstrating financial need; e) not enrolling in a degreeseeking program. If any of these conditions apply, feel free to
contact the Office of Financial Aid at USCA for additional
clarification.
12. USCA students taking classes at the Beaufort, Sumter, and
Salkehatchie campuses should contact the USCA Office of Financial
Aid concerning the method of disbursement 60 days prior to the
begin date of the academic term(s).
25
Satisfactory Academic Progress
On the basis of federal regulations, financial aid is awarded only to
students who are meeting the USCA standards of satisfactory
academic progress. These standards have been established to ensure
that recipients of financial aid are making measurable progress
toward the completion of degree requirements within a reasonable
period of time. At the time he/she applies for financial aid and at the
end of every major semester thereafter, the academic record of each
financial aid applicant is evaluated for compliance with the standards
described below.
Students are considered to be making satisfactory progress only if
they are meeting all of the standards set forth in this policy. If a
student fails to meet any particular standard or combination of
standards, he or she will become ineligible for federal financial aid.
Students are considered to be making satisfactory progress only if
they:
A. are admitted and enrolled as degree-seeking students.
B. meet the University standards for continued enrollment as
specified in the Academic Regulations section of the University
of South Carolina Aiken Undergraduate and Graduate
Programs Bulletin available on the USCA website
(www.usca.edu).
C. meet the maximum total enrollment and minimum earned hours
stipulations specified below:
1.
Maximum Total Enrollment – This assessment applies
to all work attempted at any post-secondary institution.
It is not limited to enrollment at USCA or to semesters in
which financial aid is received. To be eligible for financial
aid, a student’s total enrollment must be within the
applicable time limitations as follows:
The total number of semesters of full-time enrollment (12 or more semester hours attempted) at any
post-secondary institution does not exceed ten
semesters.
Summer session enrollment is not assessed in the determination of a
student’s total semesters of enrollment. However, semester hours
earned during the summer session are assessed with regard to the
student meeting the minimum earned hours requirement. Therefore,
a student who is not meeting the minimum earned hours requirement
may restore his or her record to compliance with this standard
through summer session enrollment ONLY at USCA or approved
transient work at another USC system school. If a student who
has been deemed ineligible successfully changes his or her standing
relative to this policy, it is the responsibility of the student to notify
the Office of Financial Aid of this change. Otherwise, the student’s
financial aid file will remain in an inactive status.
A student whose total number of credit hours earned is not greater
than three hours below the minimum number of credit hours required
for that student shall be allowed to receive student financial aid for
two consecutive major semesters following this determination. At
the conclusion of this probationary period, the student must meet
the University’s non-probationary Satisfactory Academic Progress
Standards in order to receive future student financial aid. This
probationary standard will never be applied more than once for any
student.
Students who are determined to be ineligible for federal financial aid
under this policy may appeal this determination under specifically
prescribed conditions. Such appeals are subject to all applicable
deadlines. Detailed information regarding the appeal process can be
obtained from the Office of Financial Aid.
The standards set forth in this policy apply to all federal financial
aid programs including grants, loans and work funds. These standards
will be applied to any determination or certification of satisfactory
progress standing.
USCA has an established Academic Forgiveness Policy. When
reviewing satisfactory academic progress for a student who has been
granted Academic Forgiveness in consultation with the Scholastic
Standing and Petitions (SS&P) Committee, the Office of Financial
Aid insures that the monitoring compliments the SS&P policy and is
in compliance with Title IV satisfactory academic progress regulations.
The total number of semesters of part-time enrollment (fewer than 12 semester hours attempted) at
any post-secondary institution does not exceed the
equivalent of ten full-time semesters.
The total number of full-time and part-time semesters
combined does not exceed the equivalent of ten fulltime semesters.
2.
26
Minimum Earned Hours – To be making satisfactory
progress, a student must earn a minimum number of
semester hours each year, based upon his or her enroll
ment status. Each period of enrollment included in the
student’s record is assessed. This assessment is not limited
to semesters in which financial aid is received. To be
eligible for financial aid, a student must:
a.
earn no fewer than 24 semester hours of
undergraduate credit per academic year if
enrolled as a full-time student (12 or more hours
attempted per semester).
b.
earn no fewer than 18 semester hours of
undergraduate credit per academic year if
enrolled as a three-quarter-time student (9-11
hours attempted per semester).
c.
earn no fewer than 12 semester hours of
undergraduate credit per academic year if enrolled
as a half-time student (6-8 hours attempted per
semester).
A C A D E M I C SCHOLARSHIPS
USCA Scholarships
USCA has a number of established scholarships. These scholarships
are designed to recognize qualities of leadership, merit, and academic
performance and to assist students in achieving their educational
goals. All fully admitted, degree-seeking students are automatically
considered for these scholarships annually based on their student
profiles. Some awards can be renewed for up to 3 additional years.
South Carolina Student Aid Programs
For complete information on the LIFE, SC HOPE and Palmetto
Fellows Scholarship programs, please visit the USCA Financial Aid
Web Page at www.usca.edu/financialaid.
G RANTS
Federal Pell Grant
Students may apply for a Federal Pell Grant if they are enrolled in a
program of study which is six months in length or longer and have
not already earned a bachelor’s degree. Eligibility is determined by
the U.S. Department of Education. To apply for a Federal Pell
Grant, students should complete a FAFSA. You may use the paper
FAFSA or the electronic FAFSA (FAFSA on the Web). You will
receive notification of eligibility within six weeks. The amount of
the award will be based on the determination of eligibility and the
cost of attendance at USCA.
Federal Supplemental Educational
Opportunity Grant
Using funds provided by the federal government, the University
makes Federal Supplemental Educational Opportunity Grants
available to a limited number of undergraduate students with greatest
financial need.
These grants are awarded to eligible full-time undergraduate students
who have not already earned a bachelor’s degree. In order to
determine eligibility, you must complete the FAFSA. Funds in this
program are very limited and are awarded to students with the
greatest financial need.
South Carolina Need-based Grant
The South Carolina General Assembly created a South Carolina Needbased Grant Program beginning with the 1996-97 academic year.
The SC Need-based Grant is available for a maximum of eight fulltime semesters. The Grant will not be available for summer school or
periods of attendance other than fall and spring semesters.
In order to qualify for consideration for a South Carolina Need-based
Grant at USCA, a student must meet all of the following minimum
requirements:
•
Be a needy student as defined by Title IV Federal Student Aid
Programs for determining eligibility for federal student financial
aid. The student must complete a Free Application for Federal
Student Aid (FAFSA).
•
•
Be a legal resident of the state of South Carolina.
•
Register for 12 semester hours for the fall semester and 12 semester hours for the spring semester to receive the SC Need-based
Grant. If you are not registered as a full-time student at the end of
the 100% refund period for the fall semester, the grant will be
withdrawn for the academic year.
•
Complete a minimum of 24 semester hours in the fall and spring
semesters to be eligible to receive the grant for the subsequent
year. Hours earned during the summer cannot be used to make-up
the required 24 minimum hours.
•
Certify that he or she has not been convicted of any felonies, has
not been convicted of any alcohol or drug-related misdemeanor
offenses within the 12 months prior to the period of the award,
and is of good moral character by submitting a signed affidavit to
the Office of Financial Aid.
Be enrolled as a full-time undergraduate student seeking your first
undergraduate degree.
•
Be making satisfactory progress as defined in USCA’s “Satisfactory Academic Progress Policy” which is available on the Financial Aid web page. On every award letter, students are provided
with the web address for Financial Aid “Terms and Conditions”
which references this policy.
•
Maintain a minimum 2.0 grade point average.
•
Certify that he or she does not owe a refund or repayment on any
state or federal grant and is not in default on a loan under the
Federal Perkins Loan or Federal Stafford Loan Programs.
EMPLOYMENT
Federal Work-Study (FWS) Program
This program provides jobs for students who have financial need.
USCA participates in the Federal Work-Study program and helps
coordinate job placement on campus.
The Federal Work-Study Program provides part-time on-campus and
community service employment to USCA students. The salary is at
least equal to the current minimum wage. You must complete a
FAFSA in order for eligibility to be determined. Students must be
enrolled at least half-time. Students who are awarded FWS may be
employed for up to 15 hours per week. The average award usually
allows 10 hours per week. The students’ work schedule will be set
around their class schedule. Funds in this program are limited and are
awarded on a first come/first served basis.
Psychology Graduate Student Assistantships
In an effort to enhance the student’s opportunity to gain important
practical experiences while at the same time providing a degree of
financial support, USC Aiken has agreed to provide stipend support
for select students when available. Each available stipend will be
provided on a semester basis. A student receiving a stipend will be
required to enroll in a minimum of 6 credit-hours per semester, and
will be required to work in a selected setting for a maximum of 15
hours per week. The total amount of weekly work time will be
determined by the amount of funding that is available for the
student. Generally, the student’s work placement will be in a
community mental health agency, in an applied clinical/counseling
setting at USC Aiken, or a research setting at USC Aiken. In addition
to the direct financial support that is gained through the stipend,
USC Aiken has also agreed to provide a substantial tuition reduction
for each student receiving a stipend. Stipends are generally provided
to students during the 9-month academic year. However, a few
stipends are available in the summer months. In order to receive a
stipend in the summer months, it is necessary to enroll in summer
classes.
While an effort will be made to provide stipend opportunities for all
interested and qualified degree-seeking students, available funding is
limited. Accordingly, eligibility for stipends will be determined by an
evaluation of the admission criteria for entering students, and by
evaluation of existing performance criteria for more advanced
students enrolled in the degree program. For eligible students,
ongoing participation in this assistantship program will be contingent upon satisfactory performance within the setting, as evaluated
by USC Aiken’s clinical faculty and appropriate agency staff (when
applicable). Due to limited funding opportunities, not all students
enrolled in the graduate program will be eligible for stipends.
Receiving a stipend during a particular academic period does not
guarantee continued funding during subsequent academic periods. For
additional information, see the Psychology Graduate Student
Handbook.
Education Graduate Student Assistantships
For information on available assistantships contact the School of
Education.
27
LO A N S
The Federal Stafford Loan Program (subsidized)
The Federal Stafford Loan Program (subsidized) provides low-interest
(fixed at 6.8%), long-term loans to eligible students through lenders
outside the University. The Federal Stafford Loan program provides
loans up to $3,500 for the first year of undergraduate study, $4,500 for
the second year, and $5,500 per academic year for upperclassmen.
The aggregate limit for undergraduate Federal Stafford Loans is $23,000.
This total includes the Unsubsidized Federal Stafford Loan. Graduate
students may borrow up to $8,500 per year, not to exceed the $65,500
aggregate limit for both undergraduate and graduate. Repayment does
not begin nor does interest accrue until six months after enrollment
drops below half-time (6 semester hours). The repayment period may
be as long as 10 years, depending on the amount borrowed.
Federal PLUS Loan for Graduate Students
The Federal Graduate PLUS Loan provides long-term loans to
graduate students through lenders outside the University. Loan
amounts under this program are limited to the student’s cost of
education minus other financial aid awards. Graduate students may be
denied a PLUS Loan due to adverse credit history. Graduate students
must complete the Free Application for Federal Student Aid (FAFSA)
to be considered for a PLUS Loan; and are only considered for this
loan after applying for the maximum Stafford Loan. Sixty days
after disbursement, students begin repayment at a fixed rate of 8.5%.
Students have the option of requesting an in school deferment from
their lender. PLUS Loan funds will be disbursed in two equal
payments, one at the beginning of each semester (Fall - August,
Spring - January). One semester loans are disbursed at the beginning
of the semester for the full loan amount. The lender will make the
checks co-payable to the student and the University and will mail the
check to the school for endorsement.
The Federal Stafford Loan Program (unsubsidized)
The Federal Stafford Loan Program (unsubsidized) provides low-interest
(fixed at 6.8%), long-term loans to eligible students through lenders
outside the University. The Unsubsidized Federal Stafford Loan program
provides loans up to $3,500 for the first year of undergraduate study,
$4,500 for the second year, and $5,500 per academic year for
upperclassmen. The aggregate limit for undergraduate Federal Stafford
Loans is $23,000. This total includes the Subsidized Federal Stafford
Loan described in this bulletin. Graduate students may borrow up to
$12,000 per year, not to exceed $73,000 aggregate limit for both
undergraduate and graduate. Interest begins to accrue and may be payable
upon disbursement of funds; however, principal payments begin six
months after enrollment drops below half-time. The repayment period
may be as long as 10 years, depending on the amount borrowed.
The Unsubsidized Federal Stafford Loan program provides increased
annual maximums for independent students up to $7,500 for the first
year of undergraduate study, $8,500 for the second year, and $10,500
per academic year for upperclassmen and $20,500 for graduate students.
South Carolina Teachers Loan Program
South Carolina Teachers Loan Program provides loans in amounts up
to $2,500 for the first and second years of undergraduate study and
$5,000 per academic year for upperclassmen and graduate students.
Loan indebtedness will be cancelled at the rate of 20% or $3,000,
whichever is greater, for each year of full-time teaching in a critical
subject or critical geographic area in South Carolina. If you teach in
both a critical subject and geographic area simultaneously, your loan
shall be cancelled at the rate of 33 1/3% or $5000, whichever is greater,
for each full year of full-time teaching. The subject areas deemed
critical at the time you apply will be honored for cancellation when you
begin teaching; critical geographic areas must be deemed critical at the
time of employment. If you decide not to teach, the interest rate shall
be the rate on the Federal Stafford Loan plus 2%. This is a variable rate
not to exceed 10.25% annually.
Career Changers Program
Federal Perkins Loan Program
Federal Perkins Loan Program provides low-interest (5%), long-term
loans to eligible students. The USCA program provides up to $3,000
per academic year, not to exceed $15,000 for the completion of
undergraduate study. For first time borrowers, repayment does not
begin nor does interest accrue until 9 months after you have ceased to
be enrolled at least half-time. Repayment for previous borrowers will
begin six months after ceasing at least half-time enrollment. Minimum
payments of $120 per quarter ($40 per month) are required, and you
may have up to 10 years to repay, depending on the amount you have
borrowed. Under certain circumstances, you may be eligible to cancel
or defer some repayment.
The Career Changers Program provides loans to individuals wishing to
enter the teaching profession. The program provides annual loan
amounts of $15,000, up to a cumulative amount of $60,000. Loan
indebtedness will be cancelled at the rate of 20% or $3,000, whichever
is greater, for each year of full-time teaching in a critical subject or
critical geographic area in South Carolina. If you teach in both a
critical subject and geographic area simultaneously, your loan shall be
cancelled at the rate of 33 1/3% or $5,000, whichever is greater, for
each full year of full-time teaching. The subject areas deemed critical
at the time you apply will be honored for cancellation when you begin
teaching; critical geographic areas must be deemed critical at the time
of employment. If you decide not to teach, the interest rate shall be
the rate on the Federal Stafford Loan plus 2%. This is a variable rate
not to exceed 10.25% annually.
Federal Parent Loan for Undergraduate Students (PLUS)
Federal Parent Loan for Undergraduate Students (PLUS) provides longterm loans to parents for their dependents through lenders outside the
University. Loan amounts under this program are limited to the student’s
cost of education minus other financial aid awards. Parents may be
denied a PLUS loan due to adverse credit history. If the PLUS Loan is
denied, the student is eligible for an additional Unsubsidized Stafford
Loan. Sixty days after disbursement, parents begin repayment at a
fixed interest rate of 8.5%. PLUS Loan funds will be disbursed in two
equal payments, one at the beginning of each semester (Fall -- August,
Spring -- January). One semester loans are disbursed at the beginning of
the semester for the full loan amount. The lender will make the checks
co-payable to the parent and the University and will mail the check to
the school for endorsement.
28
E NTITLEMENTS
Veterans Benefits
The following policies and procedures are of primary concern to
veterans, servicepersons, members of guard and selected reserves, and
other eligible persons who receive VA educational assistance while
enrolled at the University of South Carolina Aiken.
Academic standards of progress and attendance are covered under school
standards of progress, as specified by the South Carolina Commission
on Higher Education, License Division, and required by the U.S.
Department of Veterans Affairs (VA).
Enrollment Certification
Certification by the USCA VA Certifying Official, located in the Office
of the Registrar, Penland Administration Building, Room 109, (803641-3550) is required for eligible students who wish to receive VA
educational assistance checks. Students must initiate their own requests
for enrollment certification, as the Certifying Official processes
certifications and other forms to the VA only for those students who
have made such a request and completed the necessary paperwork.
VA requires that eligible students must have completed University
admissions requirements and matriculation into degree-seeking status
before they may receive VA educational benefits. However, those
students admitted as Provisional, Military Special, or Transient or
students enrolling for prerequisite courses required for admission into a
professional degree program or school may request VA certification if
they provide appropriate documentation. VA students in these categories
should contact the USCA VA Coordinator for details. Only the federal
VA has the final authority to award benefits to students in such admission
categories.
All VA students who have earned college credit at another school or in
another USC degree program are required to provide the USCA VA
Certifying Official with a transfer credit evaluation from its academic
department. The VA generally pays such students for one semester
only, pending receipt of the amount of “prior credit” applied to their
current degree program. It is also recommended that undergraduate
veterans contact the Undergraduate Admissions Office (803-641-3366)
for consideration of college credit for military schools.
HO
1.
2.
3.
4.
W
TO APPLY FO R FINANCIAL AID
Make application for admission to USCA. Financial aid is
awarded only to students who satisfactorily complete the
requirements for admission.
Submit the Free Application for Federal Student Aid (FAFSA).
Application may be made online, or forms may be obtained
from the high school guidance office or from the USCA Office
of Financial Aid.
After students have been formally accepted for admission, their
requests for aid will be considered. Official award notices will be
made in May for the academic year, near November 1 for
spring semester only, and near May 1 for the summer terms.
All students who wish to apply for financial aid for the summer
terms are required to complete a summer student aid application
and submit the application to the USCA Office of Financial Aid
by the established deadline. These applications are available in
early March of each year.
Financial aid is important to USCA students. Funds are limited, but
available. The key to receiving aid is to know what has to be done,
when to do it, and how to do it correctly.
Students can best ensure receipt of benefits by informing the school
VA Coordinator, Office of the Registrar, Penland Administration
Building, Room 109, of their intent to register for classes and by
supplying the number of credit hours for which they will enroll each
semester. Students who are enrolled less than one-half time must
request certification on a semester-by-semester basis. Eligible VA
students should recertify for each new academic year at least 45 days
in advance.
VA payments may be made only for those courses that are required
by the academic department for the student’s current degree
program. All students receiving educational assistance checks from
the VA are responsible for notifying the school VA Coordinator of
changes in their degree program and /or course load during a
semester, including drop/add, withdrawal, audit status or involving
pass/fail option in a course, or Distance Education enrollment,
independent study, internship or practicum courses.
Benefits related information and forms are available from the
University Veterans Affairs Coordinator, located in the Registrar’s
Office, Penland Administration Building, Room 109. Each student
request will be handled individually according to the VA benefit
program and enrollment status at the University.
Vocational Rehabilitation
Students with disabilities may obtain grants-in-aid covering fees,
books, supplies, and maintenance through the Vocational
Rehabilitation Service. Detailed information may be obtained from
the Vocational Rehabilitation Department in Aiken.
29
Academic Regulations
s the chief governing body of the University, the Board of
Trustees delegates power to the President and faculty
in accord with its policies. Subject to the review of the
President and the Board of Trustees, the faculty retains legislative
powers in all matters pertaining to the standards of admission,
registration, instruction, research and extracurricular activities; the
requirements for and granting of degrees earned; the courses; the
curricula; the discipline of students; the educational policies and
standards of the University; and all other matters affecting the
conduct of academic affairs.
A
A C A D E M I C A FFAIRS
The University reserves the right to make changes in degree
requirements, course offerings and academic regulations at any time
when in the judgment of the faculty, the President or the Board of
Trustees such changes are in the best interests of the students and the
University. Within these same guidelines, the University reserves the
right to require testing for placement in academic courses.
R IGHT OF PETITION
Registration at the University assumes the student’s acceptance of all
published academic regulations, including those which appear in this
Bulletin and all others found in any official announcement.
Official policies of the University listed below are published in the
USCA Student Handbook, which is available through the Division of
Student Life and Services and the Office of the Student Government
Association:
1. Student Judicial Process
A. Academic Code of Conduct
B. Student Discipline System
C. Student Grievance Procedure
2. University Policy on Use of Alcohol and Drugs by Students
3. University Policy on Campus Solicitation
An undergraduate student may choose to obtain a degree in
accordance with the curricular requirements for the particular degree
set forth in the USCA Bulletin current at the time of the student’s
initial enrollment, or any subsequent USCA Bulletin, provided the
student has not been absent from active enrollment at USCA for a
period exceeding three years (thirty-six months). Transfer credit
awarded to a student who has been absent from the University for
more than 36 months must be re-evaluated according to the standards
in effect at the time the student is readmitted. However, a student is
restricted in his/her choice of requirements to one specific USCA
Bulletin. Undergraduate students have a period of eight years,
inclusive and continuous, in which to claim the rights of a specific
USCA Bulletin.
Within the eight-year limit, an undergraduate student who is absent
from the University for no longer than three years and who returns
to complete his or her program of study, will have the right to
continue under the USCA Bulletin in effect at the time of original
enrollment. Alternatively, the student may elect the degree
requirements set forth in the USCA Bulletin in effect at the time of
re-enrollment.
When a student has been absent from enrollment at USCA for a
period in excess of three years, the student is restricted in his/her
choice of program requirements to those set forth in the USCA
Bulletin in force at the time of re-enrollment or any subsequent
USCA Bulletin.
Under no circumstances will students be allowed to appeal to shortlived rules, regulations, and/or curricular requirements which were
adopted and subsequently abandoned during the period of their
absence.
30
The office of the Executive Vice Chancellor of Academic Affairs
provides supervisory authority to two colleges and three professional
schools and the units therein, to the library, to the Ruth Patrick
Science Education Center, to the Academic Success Center and to the
Office of Institutional Effectiveness.
Undergraduate students who wish to request an exception to the
academic regulations regarding admissions or academic progression at
the University should apply to the USCA Scholastic Standing and
Petitions Committee. The student’s petition for a modification of
academic regulations must be submitted with a recommendation from
the department chair/dean. The student will be allowed only one
appearance before the Committee on the basis of a documented
petition. Should the student’s request be denied by the Committee,
the student may appeal to the Executive Vice Chancellor for
Academic Affairs. The Executive Vice Chancellor’s response may be
reviewed by the Chancellor, whose response will be final.
Graduate students who wish to request an exception to the academic
regulations of the University should apply to the academic unit that
directs the student’s program. After the internal process has been
exhausted, the student may apply to the USCA Graduate Advisory
Council for approval. The student’s petition for a modification of
academic regulations must be submitted with a recommendation from
the department chair/dean. The student will be allowed only one
appearance before the Council on the basis of a documented petition.
Should the student’s appeal be denied by the Council, the student may
appeal to the Executive Vice Chancellor for Academic Affairs. The
Executive Vice Chancellor’s response may be reviewed by the
Chancellor, whose response will be final.
Students enrolled in USCA off-campus programs, once a Change of
School Form has been completed, shall be entitled to relief from any
academic complaint or grievance through the student grievance
procedure established in the applicable USC Regional Campus Student
Handbook. After a judgment has been rendered on that campus, an
appeal to the Executive Vice Chancellor for Academic Affairs at USC
Aiken and a subsequent appeal to the USC Aiken Chancellor may be
made.
G R A D UAT E PRO G R A M S
Information and policies regarding the Master of Education Degree
in Educational Technology may be found on page 165, information
on the Master of Education Degree in Elementary Education on page
159, and information on the Master of Science Degree in Applied
Clinical Psychology on page 168.
B ACCALAUREATE DEGREES
G E N E R A L ED U C A T I O N RE Q U I R E M E N T S
The general education requirements address the goals of the USCA
mission statement. The institution challenges students to think
critically and creatively, to communicate effectively, to learn
independently, and to acquire depth of knowledge in chosen fields.
These goals are intended to provide a breadth of experience in the
critical disciplines which are the foundation of a liberal arts
education.
Although these requirements take the form of individual courses,
integration of knowledge is critical to the learning experience.
Students are expected to pursue their studies in an ethical, honest
manner.
1.
General Education Requirements .............................. 50-52
A.
Skills and Competencies ..................................... 21-23
1. Satisfactory completion of Writing Proficiency
Requirement
For more information, see Proficiency Portfolio in Writing on
page 46.
2. English 101 and 102 ................................................. 6
Students must complete English 101 and English 102 with a
grade of C or better in order to fulfill general education
requirements and before taking other English courses.
3. Math/Statistics/Logic ............................................... 6
AMTH 221 and AMTH 222 cannot be used for General
Education math credit EXCEPT by students graduating with
degrees in Elementary, Early Childhood or Special Education.
4. Applied Speech Communication ............................. 3
(ACOM 201, ACOM 241, and ACOM 342)
5. Languages .............................................................. 6-8
Most degree programs require two (2) semesters of the same
language. See individual degree program descriptions for
language requirements.
B.
Methods and History of Disciplines ....................... 29
At least 3 hours must be in Non-Western World Studies,
unless an approved non-Western world studies course has been
completed elsewhere in the student’s degree program. See definition
and list of approved courses on pages 31-32.
Humanities Course Definition: Study in the Humanities and fine
arts develops an understanding of what it means to be human - the
struggles and aspirations, achievements and failures, values and
visions that help us make sense of our lives and our world. Situating
the events, customs, and symbols of people throughout time in their
appropriate cultural contexts, furthers the development of verbal,
perceptual, and imaginative skills needed for organizing and
understanding our world in communicable ways. Courses designed to
fulfill the humanities requirement focus on cultural and intellectual
expressions through historical, hermeneutic, cultural and aesthetic
investigations. Courses in philosophy, religious studies, languages
(both classical and modern), literature, history, history and
appreciation of the visual and performing arts, and designated areas
in communications, such as rhetoric and intercultural communication
are included among those considered to be humanities.
By contrast, those courses that primarily focus on developing a skill,
such as writing, performance or production courses in the arts,
technique or professional skills courses in communications, and those
language courses that focus on learning to speak and write a different
language at an elementary level, will not satisfy the humanities
requirement.
*The following courses meet the Humanities general
education requirement:
Art History (AARH): 105, 106, 206, 312, 335, 397, 398
Communications (ACOM): 351, 352, 353, 450, 455, 462
English (AEGL): 275, 281, 282, 283, 284, 285, 288, 289, 290,
291, 295, 301, 362, 385, 389, 390, 391, 392, 393, 394, 395, 401,
405, 407, 411, 412, 415, 416, 417, 419, 423, 424, 425, 426, 427,
428, 430, 431, 434, 435, 449, 474, 491, 494
Languages, Literatures, and Cultures:
French (AFRE): 302, 303, 305, 306, 307, 388, 397, 398, 399
German (AGER): 303, 305, 395, 397, 398, 399
Spanish (ASPA):
399, 426, 488, 498
303, 308, 319, 320, 321, 340, 380, 388, 397,
History: All History courses. Note: If AHST 101 or AHST 102 is
used towards the History of Civilization requirement, the same course
cannot count for the Humanities requirement. Also, if AHST 201 or
AHST 202 is used towards the American Political Institutions
requirement, the same course cannot count for the Humanities
requirement.
Honors (AHON): 101
Humanities (AHUM): 107, 201, 202, 211, 301
Music (AMUS): 173, 175, 371, 372, 373, 374, 393
Philosophy (APHL): 102, 211, 302, 303, 304, 311, 312, 390, 399
1. Natural Sciences ....................................................... 8
Biology, Chemistry, Physics, Geology, Astronomy (2 labs)
Religion (AREL): 101, 103, 301, 302, 390, 399
Theatre (ATHE): 161, 361, 362
2. Social and Behavioral Sciences (at least two areas) . 6
Psychology, Sociology, Anthropology,
Economics, Political Science, Geography
3. History of Civilization ............................................ 3
(AHST 101 or AHST 102)
4. American Political Institutions ................................ 3
(APLS 201, AHST 201, or AHST 202)
5. Humanities* (at least two areas) ............................. 9
Communications (last two digits must be in 50s or 60s)
History, Literature, Fine Arts History,
Philosophy (other than logic), Religion,
Selected Language courses,
Humanities (AHUM acronym)
Honors (AHON acronym)
Non-Western World Course Definition: A non-Western world
studies course is any course which focuses substantially on the culture
of a region of the world other than Europe or those areas in which
the dominant culture is European, (e.g., the United States, Australia,
New Zealand, Poland, Greece). Study of the cultures of the indigenous
peoples of these countries (e.g., Maori, Apache, Iroquois, Aborigines)
may be acceptable, but this would not include the study of
“assimilated” ethnic groups (e.g., African-American, JapaneseAmericans). Courses focusing on US/European involvement in other
regions of the world (e.g., the Vietnam War, the British colonization
of Africa) will not satisfy the non-western world studies requirement.
31
The following courses have been approved as meeting the
non-Western world studies general education requirement:
Art History
AARH 397 Topics in Non-Western Art History (3)
Anthropology
AANP 102
AANP 315
AANP 352
AANP 490
Understanding Other Cultures (3)
Peoples of the Indian Subcontinent (3)
Anthropology of Magic and Religion (3)
Topics in Anthropology (3)
Communications
ACOM 450 Intercultural Communication (3)
English
AEGL 291 Introduction to Non-Western Literature (3)
AEGL 385 Studies in Non-Western Literature (3)
AEGL 435 African and African-American Literature (3)
Languages, Literatures and Cultures
AFRE 303 Francophone Culture and Civilization (3)
AFRE 306 Survey of Non-Western French Literature (3)
AFRE 388 Selected Non-Western Topics in Translation (3)
ASPA 303 Latin American Culture and Civilization (3)
ASPA 320 Survey of Latin American Literature (3)
ASPA 321 Survey of Latin American Literature II (3)
ASPA 380 Hispanic Cultures and Identities (3)
ASPA 388 Selected Non-Western Topics in Translation (1-4)
ASPA 397 Hispanic Film (3)
ASPA 426 Afro-Hispanic Literatures (3)
ASPA 488 Selected Non-Western Topics (1-4)
Geography
AGRY 102 Geography of the Developing World (3)
AGRY 427 Geography of East Asia (3)
History
AHST
AHST
AHST
AHST
AHST
AHST
AHST
AHST
AHST
Program of Study
Students are expected to follow the program outlined for their major
as closely as possible, particularly within the first two years. When
special problems arise, the student may consult the department chair/
dean before consulting the Executive Vice Chancellor for Academic
Affairs.
Students must pursue required courses in the prescribed
sequence. Failure to do so may lead to scheduling difficulties.
Students may find courses they wish to take either not available or
closed to those without advanced standing.
Under current regulations, students who have failed to complete
successfully all of the freshman requirements may not enroll in
courses in their major field beyond the sophomore level. In this case,
students may take electives until the deficiency is removed.
Students who enroll in classes for which prerequisites or other defined
requirements have not been met may be removed from those classes.
Freshmen
The college experience provides an opportunity for exploration of
many disciplines and fields of study. Therefore, students are not
required to select a major upon admission to the university.
Students who have earned 30 semester hours and wish to continue
their studies at the University should declare a major in a program
for which they meet entrance or progression requirements.
Undecided and change-of-major students should use the resources
available in the Advisement Center and in Career Services to help
them choose a major.
Students must complete a special admission process prior to the
junior year for some programs (Business Administration, Education,
and Nursing).
Degree Audit Reporting System (DARS)
345
346
347
361
362
366
423
447
492
Early Islamic Civilization (3)
The Ottoman Empire (3)
The Modern Middle East (3)
Early Latin America (3)
Modern Latin America (3)
Modern East Asia (3)
History of Mexico (3)
The Arab-Israeli Conflict (3)
Non-Western Topics (3)
The Degree Audit Reporting System (DARS) is an advising tool used
to produce student degree audits and to assist with transfer evaluations. Advisors may use DARS to review a student’s degree requirements. The individual degree audits will show the student’s progress
by indicating the requirements that have been fulfilled and those
remaining. DARS is available for students using any Bulletin since
the 2001-2002 Bulletin was published.
Music
AMUS 175 World Music (3)
G E N E R A L IN F O R M A T I O N
Political Science
APLS 101 Global Politics (3)
APLS 103 Non-Western Politics (3)
APLS 330 International Organization (3)
APLS 487 Politics and Governments of Africa (3)
APLS 488 Politics and Governments of Latin America (3)
APLS 492 Non-Western Topics (3)
Name Changes
Religion
AREL 103 Comparative Religion (3)
The Registrar’s Office also has the forms necessary for updating a
student’s address.
Sociology
ASCY 310
It is the obligation of every student to notify the Office of the
Registrar of any change in name or address. Failure to do so can
cause serious delay in the handling of student records and in
notification to the student of any emergencies at home.
Social Demography (4)
Note: Individual major degree programs may require specific
courses within each category and may add requirements, but
may not reduce the number of general education
requirements.
Please also see the sections of the USCA Bulletin describing
the major programs of study for any limitations on general
education requirements.
32
Forms for changing a name are available in the Registrar’s Office.
After producing legal proof of name change, the student should
complete the form.
Address Updates
Publications
Each semester students are urged to become familiar with the
University’s Academic Calendar which is posted on the web at
http://www.usca.edu/records/calendars.html. It is each student’s
responsibility to know the last day to add or drop a class, the
withdrawal deadline, and other important dates published in the
calendar. The class schedule information is also available each
semester on the web at http://www.usca.edu/records/schedules.html.
Each semester the Registrar’s Office sends all currently enrolled
students a newsletter called From the Registrar’s Desk. The
newsletter provides a reminder of important dates on the academic
calendar and an explanation of new procedures that may be
implemented in the Registrar’s Office. Students are urged to read
each newsletter primarily for priority registration.
Indebtedness
Every student is expected to discharge any indebtedness to the
University as quickly as possible. No degree will be conferred on, nor
any diploma, certificate, record or transcript issued to, a student who
has not made satisfactory settlement with the Business Services
Office for all of his/her indebtedness to the University. A student
may be prohibited from attending classes or taking final
examinations after the due date of any unpaid obligation.
R EGISTRATION
To be officially enrolled in the University, students must be
academically eligible, complete the registration process with the
Office of the Registrar, and possess a receipt for payment of current
academic fees. USC Aiken offers the Visual Information Processing
(VIP) system as a means of registration. A student may also use the
Visual Information Processing (VIP) system to access grades, view
current class schedule, review fees, process tuition bills, check for
registration appointment time, update address, and change a PIN.
Some academic advisors have been trained to register students via
Faculty Desktop Registration (FDR).
Students are expected to complete registration (including the
payment of all required fees) by the dates prescribed in the university
calendar to avoid paying a late registration fee of $5.00 per day
($50.00 maximum). After late registration, a $40 reinstatement fee
will be charged in addition to all other fees.
Proxy Registration
Enrollment by proxy is allowed provided the student has been
advised and has supplied his/her proxy with the necessary tuition and
fees.
Academic Advisement
Maymester and Summer Session Course Loads
The maximum load allowed in Maymester is one course. The
maximum load allowed in each summer session is two courses and
associate labs. An overload in Maymester or either summer session
must be approved by the student’s academic advisor and department
chair/dean according to the criteria described under “Course
Overload.”
Course Overload
To register for 18 hours or more, students must obtain course
overload approval from their advisor and dean/department
chair. Permission is required for an overload even if part of the
course load is on an audit basis. A continuing student who wishes to
take 18 or more hours must also have earned a GPA of at least 3.0
for the preceding semester’s work (on a minimum of 12 semester
hours). New students are eligible for 18 hours or more if they have a
total score on the SAT of 1000 or higher. A “Course Authorization”
form is available from the advisor or dean/department chair.
Course Numbering
Courses numbered from 101 to 599 are available for undergraduate
credit. Courses numbered 600 and higher can be taken only for
graduate credit.
Course Descriptions
Course descriptions are listed immediately following the various
program outlines in this Bulletin.
Example: ASCY 355 Minority Group Relations.
[=AANP 332] (3) (Prereq: C or better in ASCY 101)
The elements of the course descriptions are as follows:
1. Academic discipline. Course descriptions are arranged
alphabetically by discipline. The four-letter abbreviation is the
acronym used for course registration and all academic records.
Example: ASCY
2.
Course number and title appear in bold type.
Example: 355 Minority Group Relations
3.
Crosslisting. In the case of courses which are offered in an
identical form by two or more divisions or disciplines, all
listings by which they may be identified appear in parentheses
between the course title and statement of hour credit. An
equality sign [=] indicates such equivalencies.
Example: [=AANP 332]
4.
Credit hours. The number in parentheses indicates the
semester credit hours awarded for successful completion of the
course. In the case of course sequences where two or more
related courses are included in the same entry, a statement such
as “3 each” indicates that all courses in the sequence carry the
same credit. If the courses do not all carry the same credit, the
credit hours awarded for each course are individually itemized.
Variable credit, indicated by an entry such as “3-6”, is employed
in the case of courses whose content and credit are to be
individually determined.
Example: (3)
5.
Prerequisites. Any necessary prerequisites or corequisites,
indicated by the abbreviations “prereq” and “coreq,” are given
in parentheses after the statement of credit hour.
Example: (Prereq: C or better in ASCY 101)
Students are responsible for completing all requirements for their
degree. Academic advisors and the department faculty in the major
are responsible for evaluating progress toward the degree and for
interpreting and applying major requirements. Normally students will
be able to progress by accepting the advice of their academic advisor.
Undecided students are advised by a special group of advisors.
Transient and non-degree students will not be assigned advisors
but may consult with Advisement in the Academic Success Center
about courses. To register, non-degree students must have a signed
waiver from Advisement in the Academic Success Center.
Course Credit
The number of class meetings per week for one semester usually
determines the credit value of each course. Two or three laboratory
hours (one period) are equivalent to one class meeting. The semester
hour credit for each course is included in each course description.
Course Load
To graduate within 4-5 years, a student should earn a
minimum of 15 credit hours per semester in academic
studies. A normal full-time academic load is considered five (5)
academic subjects totaling 14-17 credit hours.
33
Auditing
Auditing a course entails attending classes and listening without
actively participating in the class. A student who audits a class is not
responsible for any assignments or examinations. No credit may be
earned in an audited course by examination or otherwise. No
audited course may be repeated for credit at a later date.
Students should submit the request for permission to audit a course to
the instructional department concerned and should specify the
semester when they wish to audit. The applicant must complete
the prescribed procedure for enrollment through the
Registration Center prior to the last day to add a class for
that semester. A student must have been admitted to the University
to be eligible to audit a course. If a student decides to take the
course for credit, he/she may change from audit to credit by
the published deadline to change a schedule for that
semester. Auditors who are not enrolled as full-time students will be
charged the current rate per credit hour.
Pass/Fail Option
Students may elect to take one or more free elective courses under
the Pass/Fail option each semester. (See Grading System on page 40
for all regulations pertaining to Pass/Fail.) A Pass/Fail Option form
must be completed and returned to the Registrar by the published
deadline to elect the Pass/Fail option for a particular semester. The
student will receive the hours earned if the course is passed, but the
grade point average will not be affected by a course taken Pass/Fail.
Independent Studies
Advanced students may be afforded the opportunity to conduct
independent study of a topic not covered in other courses under the
guidance and supervision of a professor. Under normal circumstances
a student may not take a regularly scheduled course on an
independent study basis. All independent study courses must involve
work which is clearly of an academic nature. The student must
complete a significant body of work which is evaluated and graded.
All students taking courses on an independent study basis must have
an approved independent study contract on file with the department
and the Records Office. This contract must be completed by the
instructor and the student and approved by the advisor and
department chair/dean. Students must present their approved copy
when registering for the course. The contract must include a detailed
specification of the work the student is expected to complete and an
explanation of how the student’s grade will be determined. Published
academic calendar deadlines and the established grading system apply
to independent studies.
Independent study courses are intended primarily for juniors and
seniors who desire advanced intensive work on a specific topic and,
therefore, do not count toward general education requirements.
Repetition of Course Work
Students may repeat any course. All registrations will appear on the
student’s permanent record and all grades will be computed in the
student’s grade point average. Course credit for graduation will be
given only once unless otherwise stipulated in the course description.
Course Grade Forgiveness
It is the policy of the University of South Carolina that every
currently enrolled, fully-admitted, degree-seeking undergraduate
student earning a “D+”, “D”, “F”, or “WF” in a USC course may
take up to two (2) undergraduate courses for a second time for the
purpose of grade forgiveness. Both the first and second grades shall
appear on the USC permanent record, but only the second grade will
be used in computing the University of South Carolina cumulative
grade point average. An explanatory notice will appear on the
record.
This policy does not preclude students from repeating classes
34
multiple times, in accordance with program requirements, but only
the second attempt at the class may forgive the original grade of
“D+”, “D”, “F”, or “WF”. Grade forgiveness can only be applied
once per course for a maximum of two courses (not to exceed eight
credits) on a student’s undergraduate academic record, without regard
to the number of degrees sought. Under the grade forgiveness policy,
the forgiven and repeated class must both be taken at the same USC
campus.
Established requirements for repeating classes, admission to, or
progression in, specific academic programs of the University take
precedence over the grade forgiveness policy. Program or progression grade point averages are not affected by this policy. Refer to
the guidelines for each program for specific requirements.
Only a regular letter grade can replace a forgiven grade. Grades of
“W”, “I”, “S”, “U”, or “AUDIT” may not replace previous grades.
Grades carrying an honor code violation sanction of “X” are not
eligible for grade forgiveness. Courses intended to be repeated for
additional credit, such as research or applied music, are not eligible
for grade forgiveness.
Students who have been granted Academic Forgiveness to reset the
grade point average after readmission are not eligible for course grade
forgiveness. Please refer to the Bulletin entry for Academic
Forgiveness for Former USC Students with Less Than a 2.00
Cumulative GPA. Courses transferred from other institutions are excluded from this policy.
Semester honors (dean’s or president’s honor list), academic standing
(scholastic deficiency, probation, suspension), or previous grade
point totals will not change retroactively as a result of applying this
policy. Eligible students wishing to apply the course grade forgiveness policy to a course enrollment may do so at any time during his/
her undergraduate enrollment, but no applications will be honored
after the degree is awarded. Once grade forgiveness is applied to a
repeated course, the action may not be revoked.
Correspondence Courses
Undergraduates may receive credit for only those correspondence
courses taken through the Office of Independent Learning located on
the Columbia campus. Students may request permission to enroll in
such courses with the Request to Earn Credit Through Special
Enrollment form available from the Registrar’s Office. The student
must have the advisor and department chair/dean sign the form and
must return the bottom copy to the Office of Independent Learning
with the application card. (Booklets describing all correspondence
courses and how to enroll in them are available from the Registrar’s
Office). Since such courses are offered in the USC system, they are
calculated into the GPA; however, for purposes of graduation with
honors, they do not contribute to the minimum number of hours in
residence.
Concurrent and Transient Enrollment
Concurrent enrollment means attending USCA and another USC
campus or another college at the same time. Transient enrollment
means leaving USCA for a semester or more to attend another USC
campus or another college in-state or out-of state.
Permission for either concurrent or transient enrollment is obtained
on a Request to Earn Credit Through Special Enrollment form
available from the Office of the Registrar. Courses must be approved
by the appropriate department chair/dean and the form must be
signed by the student’s advisor and department chair/dean before it is
submitted to the Office of the Registrar for processing. The Office
of the Registrar will also confirm the USCA equivalent of each course
taken in this manner based on transfer articulation tables developed
by the Office of Admissions or as determined by the unit head of the
academic area in which the course is housed. Students who wish to
enroll in concurrent or transient work at another USC campus can
usually register for those classes in Aiken.
Students wishing concurrent or transient enrollment at a college
outside the USC system must remember the following:
a)
b)
c)
Concurrent or transient enrollment outside the USC
system within a student’s last thirty hours is possible only
after approval has been given on an Academic Petition.
Students should allow approximately four weeks for
approvals on such petitions.
Courses taken outside the USC system must be passed with
a letter grade of “C” or better in order for USCA to award
credit.
Courses taken outside the USC system transfer back to
USCA as “hours earned” only; therefore, they are not
calculated into the system GPA and have no bearing on
suspension or probation. However, all grades earned will
be included in the calculation of the collegiate GPA.
USCA students who obtain credits as transient/concurrent
students must have all official transcripts sent directly to the Office
of the Registrar at USCA from each institution the student attends.
This includes institutions the student attends during summers or while
in transient or concurrent enrollment status, whether or not the
student earns satisfactory grades or the credits apply to the degree
sought.
Transient/Concurrent Study at USCA
Students from another USC campus must obtain permission from
their advisor or college dean/school head to take courses at USC
Aiken by completing a Request to Earn Credit Through Special
Enrollment. Many times, students may register on their home
campus for USC Aiken courses. Once the work is completed, the
grades automatically transfer and are calculated into the student’s
GPA.
Students from outside the USC system must be admitted to USCA
prior to taking courses. The Office of Admissions will send
notification of acceptance as concurrent or transient students.
Registration procedures and academic calendar deadlines must be
observed by all transient students. Once their work is completed,
students from outside the USC system must request that an official
transcript be sent to their home college.
Senior Citizens
South Carolina senior citizens (legal residents of South Carolina who
have attained the age of sixty) are allowed to take courses at the
University free of charge, provided there is space available in the
classroom. For this reason, they may not register until after the
general student population has completed registration. During the
fall and spring semesters, they may register on the third day of class.
During the summer terms, they may register on the first day of class.
To enroll in a course, senior citizens must first complete all the
necessary paperwork required by the Admissions Office. Changes in
enrollment status (i.e. changing from credit to audit or audit to
credit) must be completed by the last day to change course schedule
or drop without a grade of “W” being recorded, as published in the
USCA Schedule of Classes.
Maymester
Maymester is a compressed term, usually two weeks in length held
between the close of the Spring semester and the beginning of first
Summer term. Although Maymester offers students a versatile
schedule, complications can arise, especially for financial aid
recipients. It is therefore very important to refer to the USCA
Schedule of Classes Booklet for special course information, tuition
deadlines, withdrawal deadlines, final examination schedule and grade
reporting information.
Students on suspension may not enroll in Maymester classes.
Summer Sessions
The summer session consists of two terms. Any student regularly
enrolled in the University may take work applicable to his or her
degree program during the summer session. All regulations governing
the regular academic year pertain to the summer session as well.
The University reserves the right to cancel any course in the
event of inadequate enrollment. Registration in any course may
be closed when the maximum enrollment has been reached.
CH A N G E S
IN
REGISTRATION
Schedule Adjustments
Students may make adjustments to their schedules during the dropadd period listed on the schedule of class offerings for that semester.
They must obtain permission on an advisement form to drop
or add a class, to change credits, to change from audit to
credit or to change from credit to audit. No permission from
the advisor is needed for changing sections. No student should
present him/herself for registration without an advisement form
signed by the appropriate advisor. Students may also make schedule
adjustments via VIP once advisor approval has been given. Failure
to drop a course by the published deadline and through
proper channels may result in the assignment of a grade of
“F”.
Dropping a Course
Students who drop a class or classes during the first week of a
semester, the Schedule Adjustment Period, will have no record of the
dropped courses on their permanent transcript. Courses dropped will
not enter into the computation of hours attempted or the grade
point average. Courses dropped after the Schedule Adjustment Period
but prior to the last day to withdraw without academic penalty (as
published in the University’s academic calendar) will receive a grade
of “W” which will be recorded on the student’s permanent record but
will not be used in computing his/her grade point average.
A grade of “WF” will normally be recorded for any course dropped
after the first eight weeks (pro-rated for shortened and elongated
semesters). If the drop date occurs during a break (such as fall break
or spring break), the class day closest to the 8 week mark will be
designated as the deadline. (See “Withdrawal from the University”
later in this section for more details.)
If a student drops a class or classes and is due a refund, the paperwork
will be processed by the Records Office and the Business Services
Office and a check will be mailed to the student. (See “Fees and
Refunds” section of this Bulletin for more information.)
Failure to drop a course by the published deadline and
through proper channels may result in the assignment of a
grade of “F”.
Changes in Programs of Study
Students desiring to change their program of study - whether that
involves a change of major, advisor, or degree - must complete a
USCA Program Change form available from the Advisement Center.
When the student and the new advisor have signed the form, it
should be returned to the Director of the Advisement Center.
Change of Major
Credits earned in one degree program are not necessarily applicable
toward other degrees. When a student changes major, he/she should
obtain written verification of applicability of credits earned from the
chair/dean of the department/school in which the new degree or
major is offered. Students should visit the Office of Academic
Advisement to complete a change of major form.
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Course Substitutions
Only under unavoidable and exceptional circumstances will the
faculty permit substitutions for or exemptions from the prescribed
curricula. When it becomes necessary to request a deviation from the
prescribed program of study, students should consult the department
chair/dean for their major before proceeding.
Requests to deviate from the general education requirements after
enrollment at USC Aiken must be presented on an Academic
Petitions Form, available from the Registrar’s Office. The student
must obtain the signature of the advisor and the dean/department
chair before returning the Petition to the Registrar. The Registrar
will submit the request to the Scholastic Standing and Petitions
Committee for approval/disapproval. If the petition is approved, it
will become part of the student’s permanent record. If the petition
is denied, the student will have the right to make a personal appeal
to the Scholastic Standings and Petitions Committee at its next
meeting. Should a student’s personal appeal be denied by the
Committee, the student may then appeal to the Executive Vice
Chancellor for Academic Affairs, and, if necessary, to the Chancellor,
whose decision shall be final. Students should allow a minimum
of one month for such requests to be reviewed.
Requests to deviate from the major requirements of a program of
study must be approved by the school/department. The student
should submit a memo describing the requested change and the
rationale for the substitution. The memo must be signed by the
advisor, dean/department chair, and the Executive Vice Chancellor
for Academic Affairs and then returned to the Registrar’s Office.
Cancelled Classes
Occasionally a class will be cancelled due to insufficient enrollment
or for some other legitimate reason. When this happens, the Records
Office will automatically remove the students from the class and give
them the option of either seeing their advisor and adding another
class by the deadline to add classes or taking a 100% refund. Students
are not responsible for any paperwork in this instance unless they
want to add a substitute class.
Enrollment Discrepancies
After mid-terms, instructors are sent mid-term class rolls and asked
to forward to the Registrar’s Office any enrollment discrepancies in
the class. Students may be enrolled in one section and attending
another or be enrolled in a course that they thought they had
dropped. Students who receive notice of an enrollment discrepancy
must contact the Registrar immediately and present all advisement
forms pertaining to that semester.
W I T H D R A W A L FR O M TH E UNIVERSITY
A student desiring to withdraw from the University for a semester
should obtain a withdrawal form from the Records Office. Any
refund the student may be due will be mailed to him/her by the
Business Services Office. If a student withdraws during the Schedule
Adjustment Period, there will be no record of enrollment for that
semester on his/her permanent record. If a student withdraws during
the second through the eighth week of classes, he/she will receive a
“W” in all courses for that semester. A grade of “WF” will normally
be recorded for any course dropped after the first eight weeks of the
term (pro-rated for shortened and elongated terms). If the drop date
occurs during a break (such as fall or spring break), the class day
closest to the 8 week mark will be designated as the deadline.
Withdrawal Due to Extenuating Circumstances
If a student needs to withdraw after the first eight weeks of the term
because of extenuating circumstances such as prolonged illness or
debilitating accident, the student must complete the regular
36
university withdrawal form and an additional form for Withdrawal
Due to Extenuating Circumstances. Both forms are available in the
Records Office. A student seeking withdrawal due to extenuating
circumstances must withdraw from all courses for that term. The
student should present a written explanation along with supporting
documents and forms to the Executive Vice Chancellor for Academic
Affairs for initial approval. The student will then present the
documents to the appropriate instructors. Each instructor must sign
the form and assign the grade of “W” or “WF”. A “W” is assigned
if the student was passing the class at the time of the extenuating
circumstances. A “W” does not affect the student’s grade point
average. A “WF” may be assigned if the student was not passing the
course at the time of the extenuating circumstances. The “WF” is
calculated as a failing grade in the student’s grade point average.
When all instructor signatures have been obtained, the form must be
returned to the Executive Vice Chancellor for Academic Affairs for
final approval and forwarding to the Records Office for processing.
Students have only one semester following the term for
which they are seeking withdrawal for extenuating
circumstances to complete the entire process including the
paperwork. For example, a student who became ill during the spring
semester would have until the end of the following fall semester to
both request a withdrawal and process the paperwork. The Executive
Vice Chancellor typically will not consider requests for withdrawal
due to extenuating circumstances if the student completes the
required work in a course and is assigned a letter grade or if a student
is assigned some combination of passing and failing grades during the
term for which the withdrawal is sought.
It is important for students to understand that even if they are
taking only one course per semester and wish to drop it, the proper
procedure is to complete the paperwork for withdrawal in the
Registrar’s Office. Failure to complete the withdrawal process may
result in the loss of a possible refund and may result in the
assignment of failing grades in all courses for that semester.
C LASS A T T E N DA N C E
When students enroll in a particular course, they obligate themselves
to complete all the work which may be assigned. Punctual and regular
attendance is vital to the discharge of this obligation. The faculty of
each department or school will determine the attendance policy for
courses taught under its authority. The department or school may
establish one uniform policy for all of its faculty, may set unit
policies for certain courses only, or may allow individual faculty
members to determine attendance policy for their own classes. In the
latter case the department or school will review the individual
policies and modify them as the unit sees fit.
All instructors must include the policy they intend to follow in each
course syllabus, which will be distributed to all students enrolled in the
course.
Each policy, whether departmental or individual, will clearly explain
the rules and limits regarding class attendance and absences. It may
establish an allowable number of class absences which students may
accumulate without penalty. If a policy limits the number of absences
allowed, it should also list reasons for excused absences (for example,
documented incapacitating illness, official representation of the
University, death of a close relative, religious holidays, jury duty).
Excused absences do not absolve a student of responsibility for the
completion of all assigned work in the class. A student should inform
the instructor of any anticipated absence. It is the responsibility of
the student to complete any work missed during an absence.
In the event of an impasse between the student and instructor on
whether an absence will be excused or on any other issue related to
attendance, the student may appeal the instructor’s decision to the
chair of the department or dean of the school in which the course is
taught. If the conflict cannot be resolved at that level, the student or
the instructor may appeal the decision through the established
University appeals procedure.
Faculty Attendance
In the event that any instructor is prevented from meeting class at
the appointed time, and in the absence of any information regarding
class dismissal from another faculty member or the departmental
administrative specialist, students are required to wait fifteen (15)
minutes before assuming that class will not be held.
Student Deportment
It is the instructor’s right to dismiss from the class any student who
disrupts or disturbs the proceeding of the class. If the student who has
been dismissed causes similar disturbances in subsequent meetings of
the class, he/she may be denied admittance to the class for the
remainder of the semester and be assigned a grade of “F”.
Faculty should refer to the USCA Faculty Manual, 4.1-4 for further
information regarding the University’s class attendance policy.
Typically, only courses taken at an accredited institution and in
which grades of “C” or better have been earned will be accepted for
transfer. See the State policy regarding transfer credit from a twoyear institution on the following page. As a general rule, the
following kinds of courses do not transfer:
1) those strictly occupational or technical in nature;
2) those remedial in nature;
3) those considered upper division or upper level at USCA
that were taken at a two-year institution;
4) those not listed as part of the two-year institution’s
college parallel program
A maximum of 30 semester hours earned in correspondence courses,
military service school, off-campus extension classes or while
classified as a ‘special student’ may be accepted as partial fulfillment
of the requirements for an undergraduate degree. USCA accepts only
those correspondence courses offered through the Office of
Independent Learning at the Columbia campus.
For additional information regarding transfer credit visit the
following web site: www.usca.edu/admissions/transferstudents.html.
FINAL EXAMINATIONS
Regular final examinations for spring and fall semesters are held over
a five-day period at the close of each semester. Summer term
examinations are held during a two-day period at the close of each
session. Maymester final exams are held for only one day.
Examination schedules are published on the web site and in the
course schedule booklet. Final examinations for laboratory sections
may be administered during the last scheduled meeting of the lab. No
final examination for any other course may be held outside of the
officially scheduled examination time without the special permission
of the Executive Vice Chancellor.
By consent of the instructor, a student may be transferred from one
examination section to another if the instructor teaches more than
one section of the same course.
Any student who is scheduled to take more than two exams on the
same day may take one of the exams on another day of the exam
week. This change in the exam schedule must be coordinated with
the appropriate department chair or dean.
Students who are absent from any final examination may be given
the grade of “F” in the course if they have not offered an excuse
acceptable to the instructor.
Re-examination for the purpose of removing an “F” or raising a
grade is not permitted.
No early examinations are given for graduating seniors.
T RANSFER CREDIT
Transfer students are given credit for their previous college work by
means of a Transfer Credit Summary. This is prepared by the
Admissions Office after receipt of a student’s official transcript from
any college previously attended. Each course will be evaluated by the
appropriate department chair/dean to determine whether to award
credit towards the student’s major. The total number of hours
transferred from any and all colleges will appear on the USCA
transcript; however, students must refer to their Transfer Credit
Summary to determine how many of those hours have been applied
to their major at USCA. Transfer credits from schools outside the
USC system appear as hours earned only and do not compute into
the USCA grade point average. See Graduation With Honors on page
44 for additional information.
Following admission to USC Aiken, if a student wishes to earn credits
for coursework at another institution, he or she must complete a
Special Enrollment Request and obtain approval from the academic
advisor and the appropriate department chair/dean prior to
enrollment.
Transfer: State Policies and Procedures
Background
Section 10-C of the South Carolina School-to-Work Transition
Act (1994) stipulates that the Council of College and University
Presidents and the State Board for Technical and Comprehensive
Education, operating through the Commission on Higher Education,
will develop better articulation of associate and baccalaureate degree
programs. To comply with this requirement, the Commission upon
the advice of the Council of Presidents established a Transfer
Articulation Policy Committee composed of four-year institutions’
vice presidents for academic affairs and the Associate Director for
Instruction of the State Board for Technical and Comprehensive
Education. The principal outcomes derived from the work of that
committee and accepted by the Commission on Higher Education on
July 6, 1995, were:
An expanded list of 86 courses which will transfer to four-year
public institutions of South Carolina from the two-year public
institutions;
A statewide policy document on good practices in transfer to be
followed by all public institutions of higher education in the
State of South Carolina, which was accepted in principle by the
Advisory Committee on Academic Programs and the Commission;
Six task forces on statewide transfer agreements, each based in a
discipline or broad area of the baccalaureate curriculum.
In 1995 the General Assembly passed Act 137 which stipulated
further that the South Carolina Commission on Higher Education
“notwithstanding any other provision of law to the contrary, will
have the following additional duties and functions with regard to the
various public institutions of higher education.” These duties and
responsibilities include the Commission’s responsibility “to establish
procedures for the transferability of courses at the undergraduate
level between two-year and four-year institutions or schools.” This
same provision is repeated in the legislation developed from the
Report of the Joint Legislative Study Committee, which was formed
by the General Assembly and signed by the Governor as Act 359 of
1996.
Act 137 directs the Commission to adopt procedures for the
transfer of courses from all two-year public to all four-year public
institutions of higher education in South Carolina. Proposed
procedures are listed below. Unless otherwise stated, these procedures
became effective immediately upon approval by the Commission and
were to be fully implemented, unless otherwise stated, by September
1, 1997.
37
Statewide Articulation of 86 Courses
1. The Statewide Articulation Agreement of 86 courses approved by
the South Carolina Commission on Higher Education for transfer
from two- to four-year public institutions will be applicable to all
public institutions, including two-year institutions and institutions
within the same system. In instances where an institution does not
have synonymous courses to ones on this list, it will identify
comparable courses or course categories for acceptance of general
education courses on the statewide list.
Admissions Criteria, Course Grades, GPAs, Validations
2. All four-year public institutions will issue annually in August a
transfer guide covering at least the following items:
A. The definition of a transfer student and requirements for
admission both to the institution and, if more selective,
requirements for admission to particular programs.
B. Limitations placed by the institution or its programs for
acceptance of standardized examinations (e.g., SAT, ACT)
taken more than a given time ago, for academic coursework
taken elsewhere, for coursework repeated due to failure, for
coursework taken at another institution while the student is
academically suspended at his/her home institution, and so
forth.
C. Institutional and, if more selective, programmatic maximums of course credits allowable in transfer.
D. Institutional procedures used to calculate student applicants’
GPAs for transfer admission. Such procedures will describe how
nonstandard grades (withdrawal, withdrawal failing, repeated
course, etc.) are evaluated; and they will also describe whether
all coursework taken prior to transfer or just coursework
deemed appropriate to the student’s intended four-year program
of study is calculated for purposes of admission to the institution and/or programmatic major.
E. Lists of all courses accepted from each technical college
(including the 86 courses in the Statewide Articulation
Agreement) and the course equivalencies (including “free
elective” category) found at the home institution for the
courses accepted.
F. Lists of all articulation agreements with any public South
Carolina two-year or other institution of higher education,
together with information about how interested parties can
access these agreements.
G. Lists of the institution’s Transfer Officer(s) personnel
together with telephone and FAX numbers, office address, and
e-mail address.
H. Institutional policies related to “academic bankruptcy” (i.e.,
removing an entire transcript or parts thereof from a failed or
underachieving record after a period of years has passed) so that
re-entry into the four-year institution with course credit earned
in the interim elsewhere is done without regard to the student’s
earlier record.
I. “Residency requirements” for the minimum number of hours
required to be earned at the institution for the degree.
3. Coursework (individual courses, transfer blocks, statewide
agreements) covered within these procedures will be transferable if
the student has completed the coursework with a “C” grade (2.0 on a
4.0 scale) or above, but transfer of grades does not relieve the
student of the obligation to meet any G.P.A. requirements or other
admissions requirements of the institution or program to which
application has been made.
38
A. Any four-year institution which has institutional or
programmatic admissions requirements for transfer students
with cumulative grade point averages (GPAs) higher than 2.0
on a 4.0 scale will apply such entrance requirements equally to
transfer students from regionally accredited South Carolina
public institutions regardless of whether students are transferring from a four-year or two-year institution.
B. Any multi-campus institution or system will certify by letter
to the Commission that all coursework at all of its campuses
applicable to a particular degree program of study is fully
acceptable in transfer to meet degree requirements in the same
degree program at any other of its campuses.
4. Any coursework (individual courses, transfer blocks, statewide
agreements) covered within these procedures will be transferable to
any public institution without any additional fee and without any
further encumbrance such as a “validation examination,” “placement examination/instrument,” “verification instrument,” or any
other stricture, notwithstanding any institutional or system policy,
procedure, or regulation to the contrary.
Transfer Blocks, Statewide Agreements, Completion of the
AA/AS Degree
5. The following Transfer Blocks/Statewide Agreements taken at
any two-year public institution in South Carolina will be accepted in
their totality toward meeting baccalaureate degree requirements at
all four-year public institutions in relevant four-year degree
programs, as follows:
Arts, Humanities, and Social Sciences: Established curriculum
block of 46-48 semester hours
Business Administration: Established curriculum block of 46-51
semester hours
Engineering: Established curriculum block of 33 semester hours
Science and Mathematics: Established curriculum block of 5153 semester hours
Teacher Education: Established curriculum block of 38-39
semester hours for Early Childhood, Elementary, and Special
Education students only. Secondary education majors and
students seeking certification who are not majoring in teacher
education should consult the Arts, Humanities, and Social
Sciences or the Math and Science transfer blocks, as relevant,
to assure transferability of coursework.
Nursing: By statewide agreement, at least 60 semester hours
will be accepted by any public four-year institution toward the
baccalaureate completion program (BSN) from graduates of
any South Carolina public associate degree program in nursing
(ADN), provided that the program is accredited by the
National League of Nursing and that the graduate has successfully passed the National Licensure Examination (NCLEX) and
is a currently licensed Registered Nurse.
6. Any “unique” academic program not specifically or by extension
covered by one of the statewide transfer blocks/agreements listed in
#4 above must either create its own transfer block of 35 or more
credit hours with the approval of CHE staff or will adopt either the
Arts/Social Science/Humanities or the Science/Mathematics block.
The institution at which such program is located will inform the
staff of the CHE and every institutional president and vice president
for academic affairs about this decision.
7. Any student who has completed either an Associate of Arts or
Associate of Science degree program at any public two-year South
Carolina institution which contains within it the total coursework
found in either the Arts/Social Sciences/Humanities Transfer Block
or the Math/Science Transfer Block will automatically be entitled to
junior-level status or its equivalent at whatever public senior
institution to which the student might have been admitted. (Note: As
agreed by the Committee on Academic Affairs, junior status applies
only to campus activities such as priority order for registration for
courses, residence hall assignments, parking, athletic event tickets,
etc. and not in calculating academic degree credits.)
Related Reports and Statewide Documents
8. All applicable recommendations found in the Commission’s report
to the General Assembly on the School-to-Work Act (approved by
the Commission and transmitted to the General Assembly on July 6,
1995) are hereby incorporated into the procedures for transfer of
coursework among two- and four-year institutions.
9. The policy paper entitled State Policy on Transfer and Articulation, as amended to reflect changes in the numbers of transfer blocks
and other Commission action since July 6, 1995, is hereby adopted
as the statewide policy for institutional good practice in the sending
and receiving of all course credits to be transferred. (Contact the
Division of Academic Affairs for copies of this report.)
Assurance of Quality
10. All claims from any public two- or four-year institution
challenging the effective preparation of any other public
institution’s coursework for transfer purposes will be evaluated and
appropriate measures will be taken to reassure that the quality of the
coursework has been reviewed and approved on a timely basis by
sending and receiving institutions alike. This process of formal
review will occur every four years through the staff of the Commission on Higher Education, beginning with the approval of these
procedures.
Statewide Publication and Distribution of Information on
Transfer
11. The staff of the Commission on Higher Education will print and
distribute copies of these Procedures upon their acceptance by the
Commission. The staff will also place this document and the
Appendices on the Commission’s Home Page on the Internet under
the title “Transfer Policies.”
12. By September 1 of each year, all public four-year institutions will
place the following materials on their internet websites:
A. A copy of this entire document.
B. A copy of the institution’s transfer guide.
13. By September 1 of each year, the State Board for Technical and
Comprehensive Education will place the following materials on its
internet website:
A. A copy of this entire document.
B. Provide to the Commission staff in format suitable for
placing on the Commission’s website a list of all articulation
agreements that each of the sixteen technical colleges has with
public and other four-year institutions of higher education,
together with information about how interested parties can
access those agreements.
14. Each two-year and four-year public institutional catalog will
contain a section entitled “Transfer: State Policies and Procedures.”
Such section at a minimum will:
A. Publish these procedures in their entirety (except Appendices)
B. Designate a chief Transfer Officer at the institution who
will:
—provide information and other appropriate support for
students considering transfer and recent transfers
C REDIT B Y EXAMINATION
A student who is currently enrolled may receive credit by
examination in one of the following ways:
Challenge Exams
In some instances, currently enrolled students may receive credit for
a course by requesting a challenge exam and earning a “B” or
better on the exam. Credit will appear only as hours earned and will
not affect the grade point average. Departments and schools
determine which of their courses may be challenged and the number
of challenge exams that may be applied to major course
requirements. Department chairs/deans should be consulted for
individual unit guidelines.
Challenge exams are not permitted under the following
circumstances:
a) if the student is currently enrolled in the course,
b) if the student was previously officially enrolled in
the course, either for credit or audit,
c) if the student has previously challenged the course
unsuccessfully, or
d) if the course is a laboratory, activity or skill course.
Also, if appropriate faculty are not available to develop and/or
administer the exam, the department chair/dean may decline or
postpone the request. Challenge exams are not typically
administered in the summer. Any student who wishes to challenge a
course should take the following steps:
1) Obtain a Credit by Examination form from the
Registrar’s Office.
2) Present the form to the chair of the department/dean of
the school which offers the course to be challenged. The
department chair/dean is then responsible for recruiting a
qualified instructor to develop and/or administer the exam.
3) Return to the department chair/dean within two weeks to
obtain the form, which should be signed by the chair/dean
and the instructor who will administer the exam.
4) Present the form to the Executive Vice Chancellor to be
signed.
5) Pay the Business Services Office an examination fee of
$15.00 per credit hour and obtain a fee receipt for this
amount.
6) Return to the instructor and arrange a time to take the
exam. A challenge exam should be completed by the end of
the semester in which the student applies to take such an
exam.
7) Present the form and the fee receipt to the instructor
before taking the exam as previously scheduled. The
instructor will record on the form the letter grade
earned on the exam, and forward the form with
attached fee receipt to the Registrar’s Office.
College Level Examination Program (CLEP)
The University awards credit by examination to CLEP subject
examinations only. By attaining an acceptable score, a student may
receive credit equal to that normally earned in the comparable
University course. Applications for CLEP examinations may be
obtained by calling 1-800-922-9755, ext. 2782. After the exam is
taken, CLEP will send the student a score report which should be
forwarded to the Registrar. The department chair/dean will decide
whether to award credit based on the score.
—serve as a clearinghouse for information on issues of transfer
in the State of South Carolina
C. See the USCA Home Page on the Internet to view the
Transfer Guide published by this institution.
39
G R A D I N G SY S T E M
Grading Symbols
Grade
A
B+
B
C+
C
D+
D
F
T
Explanation
Excellent
Very Good
Good
Above Average
Average
Below Average
Poor
Failure
In Progress
Points
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.0
0.0
No minuses are used in the University’s grading system.
S and U indicate, respectively, satisfactory (passing) and
unsatisfactory (failing) performance in courses carried under Pass/
Fail or non-credit options. The S/U designation is used also for
research courses, workshops and seminars in which regular academic
grades are not used. The use of the Pass/Fail grading option in such
courses is indicated in their Bulletin descriptions. No course carried
under the Pass/Fail option will affect a student’s grade point average
or the evaluation of suspension conditions.
W may be assigned in exceptional cases to a student who is
performing satisfactorily but who withdraws after the withdrawal
deadline due to extenuating circumstances. Assignment of a “W”
requires the approval of the instructor and of the Executive Vice
Chancellor for Academic Affairs. A grade of “W” will be treated in
the same manner as a passing grade in the evaluation of suspension
conditions. A “W” is not computed into the GPA.
WF will normally be recorded for any course dropped after the first
eight weeks of the term (pro-rated for shortened and elongated
terms). If the drop date occurs during a break (such as fall break or
spring break), the class day closest to the 8 week mark will be
designated. A “WF” is treated as an “F” in the evaluation of
suspension conditions and is computed as an “F” into the student’s
GPA.
I, or Incomplete, indicates satisfactory attendance and performance,
but inability, due to extenuating circumstances, to complete some
portion of the assigned work at the end of the semester. By
permission of the instructor and the dean/department chair, the
student will have a time not to exceed 12 months in which to
complete the work before a permanent grade is recorded. A deadline
of less than 12 months may be stipulated if agreed upon by both the
instructor and the student. It is the responsibility of the student to
insure that all required work is completed by the deadline stipulated
in the contract for the incomplete. Students are not allowed to
return to the classroom to complete this work, nor are they allowed
to “sit in” on a subsequent section of the course.
An incomplete grade contract must be signed by the student, the
instructor and the dean/department chair and be on file in the
Registrar’s Office at the time the “I” grade is recorded. Incompletes
are not computed in the GPA until the final grade is assigned. If an
incomplete has not been made up by the end of the 12 month
period, the “I” grade will become an “F” on the permanent record.
In situations where the student has missed a majority of the semester
for documented reasons, it is more appropriate for the student to
seek withdrawal due to extenuating circumstances from the
Executive Vice Chancellor.
AUD indicates a course was carried on an audit basis.
NR (No Report) is assigned by the Office of the Registrar only in
situations when the submission of the normal Incomplete Contract
and assignment of an “I” is not possible by the grade deadline. It is a
temporary mark on the transcript and must be replaced by a grade.
The instructor should notify the Registrar that a student has a
problem that will prevent completion of an Incomplete Contract.
The Office of the Registrar will then notify the student that the
40
“NR” grade will be assigned and remind the student to contact the
instructor to make arrangements to fill out an Incomplete Contract
or complete the work, normally within four weeks after the date of
the letter. If replacement of the “NR” does not occur before the last
week of the spring or fall semester immediately following the term
for which an “NR” was recorded, a grade of “F” will be
automatically assigned. The “NR” does not affect the grade point
average.
T (In Progress) Courses numbered 799 are restricted to thesis work
(variable credit, 1-5 hours). Satisfactory progress in the thesis will be
indicated by the grade of “T”. Unsatisfactory progress in the thesis
will be indicated by the grade of “U”. Completion of the thesis will
also be indicated by the grade of “T”. In addition, a Clearance
Recommendation for Graduate Degree Applicants form will be
submitted to the Office of the Registrar to indicate successful
completion (oral defense and final written paper) of the thesis.
Pass/Fail Grading
The Pass/Fail option is designed to encourage undergraduate students
to investigate fields outside of their major curriculum without
affecting their grade point averages. Specific provisions of the Pass/
Fail program are as follows:
1. Students are permitted to exercise the Pass/Fail option only on
free elective courses.
2. The Pass/Fail option is available to all undergraduate students
whose semester or cumulative GPA is a 2.0 or higher.
3. Students are permitted to take no more than eight courses on a
Pass/Fail basis during their undergraduate careers.
4. A student wishing to exercise the pass/fail option must have the
permission of the department chair/dean and the academic
advisor.
5. The Pass/Fail option may be elected or revoked by the student
no later than the last date for withdrawing from the course
without a penalty.
6. Normal prerequisites may be waived for students taking a course
on a Pass/Fail basis at the discretion of the faculty member and
department chair/dean.
7. A grade of “S” will be entered by the Registrar’s Office from a
regularly assigned passing grade; a failing grade will be registered
as “U”.
8. Credit hours will be awarded for courses in which an “S” is
earned, but the grade will not be calculated into the GPA.
9. No course carried on a Pass/Fail basis will be counted toward the
12 hours required for either the President’s or Dean’s Honor
Lists.
10. Graduate courses may not be taken on a Pass/Fail basis.
Grade Point Average
Example:
The grade point average (GPA) is the average of the grades a student
earns at the end of a semester. The GPA is obtained by dividing the
total number of grade points by the total number of credit hours
attempted. The GPA is computed on the basis of all semester hours
attempted for credit, except for credit hours carried under the PassFail or audit options. Courses in which grades of “S”, “U”, “T”,
“AUD”, “NR”, or “W” are earned are not considered in computing
the GPA.
The GPA is calculated as follows:
·
Add all hours attempted (NOT hours earned).
·
Determine the grade points for each course based on the
following:
A =
4.0 grade points
C =
2.0 grade points
B+ =
3.5 grade points
D+ =
1.5 grade points
B =
3.0 grade points
D =
1.0 grade points
C+ =
2.5 grade points
F =
0.0 grade points
·
Multiply the semester hours attempted for each course by the
grade points for each course grade.
·
Total the grade points.
·
Divide the total number of grade points by the total number of
hours attempted.
Example:
Course
Grade
Grade
Points
Credit
Hours
Attempted
Credit
Hours
Earned
Total
Grade
Points
(Grade Points x
Credit Hours
Attemped)
AEGL-101
B
3.0
3
3
9.0
AHST-101
A
4.0
3
3
12.0
(3 x 4 = 12)
ABIO-101
D
1.0
4
4
4.0
(4 x 1 = 4)
ASCY-101
C
2.0
3
3
6.0
(3 x 2 = 6)
13
13
31.0
TOTALS
GPA = 31.0 (Total Grade Points)
13 (Total Credit Hours Attempted) =
(3 x 3 = 9)
2.39
System GPA and Collegiate Summary GPA
Three lines of information pertaining to the GPA are listed at the
bottom of a grade report and a transcript. These are a Non U.S.C.
GPA, a USC System GPA, and a Collegiate Summary GPA.
Non U.S.C. GPA: The Non U.S.C. GPA is calculated on coursework
taken at institutions outside of the USC system either prior to
enrolling at USC Aiken or as a transient student or concurrent
student. All transfer coursework taken outside of the USC system
will be calculated in one GPA. This is referred to as the transfer
GPA. The transfer GPA is used by the Office of Admissions to
determine whether to accept a transfer student. Once a transfer
student is enrolled, the student begins the system GPA, which will be
used to determine if the student meets the requirements to receive a
degree from USC Aiken.
USC System GPA: The USC system GPA is calculated on all
coursework attempted at USC Aiken or other USC campuses. The
USC system GPA is used to determine whether a student is placed on
probation or suspension and whether a student meets the requirements to receive a degree from USC Aiken.
UNDERGRADUATE TOTALS
NON U.S.C.
USC SYSTEM
COLLEGIATE SUMMARY
*HC
HE
GH
GP
GPA
49.00
49.00
45.00
157.50
3.500
88.00
88.00
88.00
338.00
3.841
137.00
137.00
133.00
495.50
3.726
*Definitions:
HC - Credit Hours Carried
HE - Credit Hours Earned
GH - Grade Hours Earned
GP - Grade Points
GPA - Grade Point Average
Grade Reports
Grades are available through the Visual Information Processing (VIP)
system. Grade reports include a cumulative summary of all course
work taken in the USC system. Students are encouraged to keep
copies of their current grade reports.
In the event a student suspects a grade has been miscalculated or
entered incorrectly, he/she should report the problem to the
professor within thirty (30) days of when the course grade is
assigned. If an error has been made, the professor should contact the
Office of the Registrar for a Course Grade Change form as soon as
possible so the grade can be changed and the student’s records
promptly amended. Should an impasse between professor and student
occur, the student should refer the problem to the dean/department
chair supervising the professor.
Enrollment Certification
Certification of enrollment is based upon the total number of credit
hours for which a student is registered at the time of certification
request. Beginning and ending dates reported in enrollment
certification conform to the official USCA academic calendar dates
for the term requested. An undergraduate student who is
enrolled in 12 semester hours or more in a regular semester
is considered full-time (disabled students may be eligible for
modified full-time status; see Disability Services on page 15 for
further information). During a regular summer session an
undergraduate student must be enrolled in six semester hours or more
to be considered a full-time student. Full-time fees are calculated on
12 semester hours or more. Full-time benefits for veterans are
determined by the Veterans Affairs Office.
Transcripts
A transcript of a student’s record carries the following information:
admission data; current status; a detailed statement of the scholastic
record showing courses pursued with semester hours carried, semester
hours earned, grades, grade points and system of grading. All failures,
incomplete grades, and penalties such as probation, suspension or
other restrictions are also indicated.
Requests for transcripts must be in written form and sent to:
University Registrar; University of South Carolina; Columbia, South
Carolina 29208. Transcripts are $8.00 each.
Forms for requesting transcripts are available in the Registrar’s Office
at USCA, but the actual transcript comes from the Records Office at
USC Columbia. No transcript will be issued to a student who is
indebted to any office on any University of South Carolina campus.
Collegiate Summary GPA: The Collegiate Summary GPA is
calculated on the totals of the Non U.S.C. and USC System Grade
Hours and the Non U.S.C. and USC System Grade Points.
41
C ONFIDENTIALITY OF ST U D E N T
RECORDS
In accordance with the Family Education Rights and Privacy Act
(FERPA) of 1974, USCA students have the right to review, inspect
and challenge the accuracy of information kept in a cumulative file
by the institution unless the student waives this right. The Act also
ensures that records cannot be released in other than emergency
situations without the written consent of the student, except in the
following situations:
1. to other school officials, including faculty within the
educational institution or local educational agency who have
legitimate educational interests;
2. to officials of other schools or school systems in which the
student intends to enroll, upon condition that the student is
notified of the transfer, receives a copy of the record desired
and has an opportunity for a hearing to challenge the contents
of the record;
3. to certain officials of the U. S. Department of Education, U.S.
Department of Defense (Solomon Amendment), U.S. Attorney
General, INS, the Comptroller General of the United States, and
state and local educational authorities, in connection with
certain state or federally supported education programs,
organizations conducting studies for or on behalf of the
University, and accrediting organizations;
4. in connection with a student’s application for, and receipt of,
financial aid;
5. to parents of an eligible student who claim the student as a
dependent for income tax purposes. Upon receipt of the
parents’ most recent federal income tax return listing the
student as a dependent, USCA will give access to the student’s
records. The student will be notified in writing through certified
mail that this access has been given.
6.
if required by a state law requiring that disclosure was adopted
before November 19, 1974;
7.
to comply with a judicial order or a lawfully issued subpoena.
The student will be notified in writing sent certified mail that
this access has been given;
8.
to appropriate parties in a health or safety emergency;
9.
the results of any disciplinary proceeding conducted by the
University against an alleged perpetrator of a crime of violence
to the alleged victim of that crime;
10. the result of a disciplinary proceeding to a parent or guardian so
long as the student is under the age of 21 at the time of the
incident and the proceeding has resulted in a violation of
University drug or alcohol policies, or any federal, state, or
local law;
11. to students currently registered in a particular class, the names
and e-mail addresses of others on the roster may be disclosed in
order to participate in class discussion;
12. where the information is classified as “directory information.”
The following categories of information have been designated
by the University as directory information: student’s name,
student ID photograph, local and permanent mailing addresses
and telephone numbers, e-mail address, semesters of attendance,
enrollment status (full- or part-time), date of admission, date of
expected or actual graduation, school, major and minor fields of
study, whether or not currently enrolled, classification
(freshmen, etc.), type of degree being pursued, degrees, honors,
and awards received (including scholarships and fellowships),
weight and height of members of athletic teams, and whether
the student has participated in officially recognized activities
and sports sponsored by the University. Students who do not
wish such information released without their consent
should notify the Registrar’s Office prior to the first day
of classes.
Questions concerning this law and the University’s policy concerning
release of academic information may be directed to the Registrar’s
Office.
42
ST U D E N T GRIEVA N C E PRO C E D U R E
Students enrolled at USCA are provided with a standard, formal
process for seeking a resolution when, in the student’s judgment, he
or she has been treated unfairly or improperly. This includes a
situation in which a student’s academic progress has been adversely
affected due to problems in the instructor’s ability to write or speak
English. Information regarding grievances and the grievance
procedure is contained in the USCA Student Handbook.
Students enrolled in USCA off-campus programs, once a Change of
School Form has been completed, shall be entitled to relief from any
academic complaint or grievance through the student grievance
procedure established in the applicable USC Regional Campus Student
Handbook. After a judgment has been rendered on that campus, an
appeal to the Executive Vice Chancellor for Academic Affairs at USC
Aiken and a subsequent appeal to the USC Aiken Chancellor may be
made.
A C A D E M I C STA N D I N G
Classification Of Students
Academic classification is based on the total number of semester
credit hours earned. A student must have earned:
30 hours to be classified as a sophomore,
60 hours to be classified as a junior,
90 hours to be classified as a senior.
Students are classified at the beginning of each semester.
Probation and Suspension Designations
The probation and suspension policy described below went into
effect in Fall 1991 and was revised in Spring 2001 and Spring 2006.
It applies to all USCA students regardless of the year when they first
started attendance at the University. Probation and suspension are
based on the system cumulative GPA, which is calculated using only
grades earned at USCA or other USC System campuses. The
following chart shows the various levels of grade point hours and
GPA’s for both probation and suspension.
GPA Hours
Probation Levels*
Suspension Levels
0-14
Below 1.2 CGPA
Not applicable
15-30
Below 1.4 CGPA
Below 1.0 CGPA
31-45
Below 1.6 CGPA
Below 1.4 CGPA
46-89
Below 1.8 CGPA
Below 1.6 CGPA
90-105
Below 2.0 CGPA
Below 1.8 CGPA
106 or more
Not applicable
Below 2.0 CGPA
The Registrar’s Office sends both probation and suspension
notices to the student’s permanent address. These notices
include all the information students need concerning their
ability to continue at the University and the petitioning
procedure.
*Effective in Spring 2009 for all students, a cumulative System GPA
less than 2.0 will result in probation, unless the student has reached
the number of hours at which suspension takes effect at a GPA below
2.0. Also, in Spring 2009, the following revised suspension levels
will go into effect for all students:
GPA Hours
Suspension Levels
0-15
Below 1.0 CGPA
16-30
Below 1.5 CGPA
31-60
Below 1.8 CGPA
61 and above
Below 2.0 CGPA
Probation
Probation is a warning to the student that great effort should be
taken to improve the cumulative system GPA in the next semester.
Students on probation are jeopardizing their chances of graduating in
a reasonable time. It is quite likely that students on probation will
eventually be placed on academic suspension unless they take their
period of probation seriously. There is no separation from the
University involved with probation, but stipulations are imposed
upon students on probation. Students placed on probation will be
notified in writing by the Registrar’s Office and that notice will
include these stipulations.
1.
Students on probation are limited to taking a maximum of
thirteen (13) credit hours during a regular semester until
the GPA rises above the probationary level.
2.
Students on probation are required to participate in the
Pacer Success Program offered through the Academic
Success Center.
3.
Students on probation should limit participation in cocurricular activities such as sororities, fraternities,
intramural sports, student publications, clubs.
• Students with a cumulative GPA less than 2.0 are
prohibited from holding office in any student
organization, including SGA and Pacer Union Board.
• Students with a cumulative GPA less than 2.0 are
prohibited from holding any titled position on
Pacer Times or any other University sanctioned
publication.
• Student athletes on probation are prohibited from
participating in NCAA athletics. Exceptions require
written permission from the Executive Vice
Chancellor.
Failure to meet the stipulations of probation may affect a student’s
class schedule and future course enrollment.
Suspension
Suspension means a student may not attend the University during the
time of his/her suspension. Students should be aware that once they
are placed on suspension from the University they are no longer
making satisfactory academic progress as required for the continued
receipt of financial aid (see page 26). Students petitioning for
reinstatement to the University under the procedure listed below
must file a separate appeal through the Office of Financial Aid in
order to regain financial aid.
First suspension is for one regular semester; second suspension is for
two regular semesters; and third suspension is indefinite.
FIRST SUSPENSION: Students may attend summer school in the
attempt to improve the cumulative system GPA. Only summer work
taken at USCA or another USC campus is used to calculate this grade
point average. Students on first suspension may also petition the
Scholastic Standing and Petitions Committee (SS&P) to have the
suspension lifted prior to serving it. If the student is not successful
in either summer school work or in petitioning SS&P and
subsequently exhausts all means of appeal, he/she must sit out the
semester of suspension. When the student wishes to return to USCA,
he/she must complete an application for readmission in the
Admissions Office and petition the Scholastic Standing and Petitions
Committee (SS&P). See reinstatement petition process below for
details.
SECOND SUSPENSION: Students may still attend summer school
(only USCA or USC system campuses) in the attempt to improve
the cumulative system GPA to the required level. Even if the GPA
does improve to the necessary level, students on second suspension
must still petition SS&P prior to their return to have the suspension
lifted. If a student on second suspension is not successful in summer
school work, fails to have a reinstatement petition approved and
exhausts all means of appeal, he/she must leave the University for a
period of two regular semesters. After this time has been served, the
student must complete an application for readmission in the
Admissions Office and petition the Scholastic Standing and Petitions
Committee (SS&P). See reinstatement petition process below for
details.
THIRD SUSPENSION: This is indefinite suspension from USCA.
Students on third suspension may attend summer school only if it
can be mathematically proven that it is possible to improve the GPA
to the required level during that time. This option is available only
during the summer immediately after the indefinite suspension was
issued.
Reinstatement Petition Process
The procedure for filing for reinstatement is the same for all
students, regardless of their type of suspension:
1. The student must first complete a reinstatement petition,
available from the Registrar’s Office. The Registrar then
prepares the petition and presents it at the next meeting of the
Scholastic Standing and Petitions Committee (SS&P).
2. There are set deadlines for the submission of petitions.
Reinstatement petitions for Fall semesters are due no later than
August 1st. Spring reinstatement petitions are due the first day
the University reopens after the New Year holiday. Each
academic year the actual deadline dates are established for both
the Fall and Spring semesters and are published in the USCA
Schedule of Classes Booklet.
3. Students who have completed Priority Registration before the
suspension list is run will have their registration cancelled
unless the reinstatement petition is on file by the appropriate
deadline.
4. SS&P may approve a petition and attach restrictive
stipulations. A student may be reinstated with the stipulation
that he/she take only two courses, for example, or the
stipulation may be that the student must obtain a specified
GPA within that semester. SS&P may also disapprove a
petition. The Registrar notifies students of all action taken.
The Advisement Center is also notified, especially when
students are reinstated with stipulations. Positive decisions
made by SS&P cannot be appealed either to the
Committee or the Executive Vice Chancellor for
Academic Affairs.
5. Students whose petitions for reinstatement are disapproved
may appear in person before the Committee at its next
scheduled meeting.
6. If a reinstatement petition is denied after the personal appeal
to the Committee, the student may request in writing a meeting
with the Executive Vice Chancellor.
7. Should the student’s petition be denied by the Executive Vice
Chancellor, the student may appeal to the Chancellor whose
decision is final.
USCA honors the suspension and probation policies of other USC
campuses and those campuses honor the policy at USCA. If a
student is placed on first suspension by USC Columbia, for example,
and is later suspended by USC Aiken, the suspension from USC Aiken
will be considered the student’s second one.
43
Academic Forgiveness for Former Students
Academic Forgiveness was designed for former USC System
students whose GPAs during previous enrollments in the
system are so low that the 2.00 system GPA required for
graduation would be mathematically impossible for them to
attain. Such students were placed on academic suspension at
least once during that former enrollment.
Academic Forgiveness means that students’ past failures are forgiven
to allow them to resume their college careers with a realistic
possibility of completing a degree. In essence, the program will allow
the calculation of a grade point average (GPA) based on the student’s
performance in courses taken after being granted forgiveness.
A student who meets all of the following conditions may apply for
academic forgiveness:
1. The student was not enrolled at any academic institution for at
least 48 months.
2. The student must be readmitted at the University of South
Carolina Aiken and must complete at least 24 hours of degreeapplicable graded course work with grades of “C” or better in
each course prior to applying for academic forgiveness.
3. The student has not previously been granted academic
forgiveness.
A student who has met these conditions and desires to receive
academic forgiveness must submit the application for Academic
Forgiveness for the evaluation and signatures of the student’s advisor
and dean/department chair. After obtaining these signatures and
evaluation, the student must submit the petition to the Scholastic
Standing and Petitions Committee. If the student’s written petition
for academic forgiveness is denied, the student may make a personal
appeal before the Scholastic Standing and Petitions Committee at its
next regularly scheduled meeting. If the student’s appeal is denied,
the student may appeal in writing to the Executive Vice Chancellor
for Academic Affairs. If the petition is again denied, the student may
appeal to the Chancellor, whose decision is final. After final action
on the petition for academic forgiveness, the Chair of the Scholastic
Standing and Petitions Committee shall inform the Registrar if
academic forgiveness has been granted to the student.
Once academic forgiveness has been granted, the following rules
apply to the student’s academic record:
1. All curriculum requirements will be in accordance with those in
force at the time of the student’s readmission.
2. THE STUDENT MAY NOT RECEIVE ACADEMIC HONORS
UPON GRADUATION.
3. The student’s grade point average is recalculated beginning with
the semester in which the student was readmitted to the
university.
4. Courses in which the student received a passing grade (“C” or
better) prior to readmission and the granting of academic
forgiveness may, at the discretion of the student’s school or
department, be used for academic credit, but may not be used in
the calculation of the grade point average.
5. The following statement shall appear on the academic record of
any student granted academic forgiveness: “This student was
granted academic forgiveness under the University of South
Carolina Academic Forgiveness Program. No courses taken
prior to ________ are used in the calculation of the GPA, but
those in which the student received a passing grade (C or better)
may be applied to meeting degree requirements.”
6. The permanent academic record will remain an unmodified
record of all work attempted at the University of South
Carolina. Non-USC credits and GPA are still shown for those
students with transfer/transient work.
44
A C A D E M I C HO N O R S
Honor Lists
The President’s Honor List recognizes students who, in the previous
semester, earned a GPA of 4.0 on a minimum of 12 semester hours.
The Dean’s Honor List recognizes freshmen who earned a GPA of
3.25 or higher and upperclass students who earned a GPA of 3.50 or
higher in the previous semester on a minimum of 12 semester hours.
No correspondence course or course carried on a Pass/Fail basis will
be counted toward the 12 hours required for the President’s or Dean’s
Honor List.
Honors Program
For information on the USC Aiken Honors Program, see page 47.
Graduation With Honors
Graduation with honors is based on a cumulative GPA calculated on
the basis of all work in the student’s college career, including any
transferred from other institutions. This calculation will include all
courses attempted, not just those submitted to satisfy graduation
requirements.
Transfer students must show, in courses taken within the USC
System, a GPA which meets the level specified for honors being
sought in order to qualify for this distinction. Transfer students
must also have at least 60 hours in residence within the USC
system to qualify for graduation with honors in a bachelor’s
program. Courses taken by a transient student at another
institution by correspondence, by examination, or by exemption are
not considered “in residence.” Courses taken under the pass-fail
option meet “in residence” requirements; however, courses taken
under the “audit” option are not used since no credit is given.
Finally, for transfer students, the transfer GPA is averaged into the
system GPA to determine the collegiate summary.
The following designations indicate a consistently high level of
academic achievement throughout a student’s entire academic career.
For Bachelor Degrees:
Summa Cum Laude: A cumulative collegiate GPA of 3.95 or
higher
Magna Cum Laude: A cumulative collegiate GPA of 3.75-3.94
Cum Laude:
A cumulative collegiate GPA of 3.50-3.74
Students who have specific questions concerning graduation
with honors should direct those questions to the Registrar.
Recognition of Honor Organizations at Commencement
Only academic honor organizations will be recognized at
Commencement. Recognition of academic honor organizations may
include the right of organization members to wear a designated honor
symbol such as a cord, and/or a brief description in the program of
the honor organization with reference to its honor symbol. A onetime approval for recognition or for changes in the form of
recognition must be obtained by the honor organization from the
Campus Life Committee prior to March 1st of the academic year in
which recognition is to be given.
G R A D UA T I O N
Students wishing to receive a degree from the University must
complete a degree application in the Office of the Registrar by the
published deadline for that semester. When the form is complete, the
Registrar will attach a printout of the student’s academic work so
that the student can take the application and academic record to his
or her advisor for review. After the initial review by the advisor, the
form is given to the respective department chair/dean for approval,
pending any course work to be completed that semester.
The senior year of work (30 semester hours) must be completed in
residence at the University and at least 12 hours of the student’s
major courses must be earned at the University. At least 25 percent
of semester credit hours applicable toward the degree must be earned
at USCA. A minimum of one hundred twenty semester credit hours
with a minimum system GPA of 2.0 are required for all baccalaureate
degrees. Some degrees require more credit hours and/or a higher
cumulative GPA.
Students who wish to participate in either the May Commencement
or the December Convocation must have a minimum system GPA of
2.00 in addition to any GPA requirements of the major at the time of
the ceremony.
Degree candidates whose degree application has received preliminary
approval may attend the graduation ceremony. Diplomas are mailed
after official verification that all degree requirements have been met.
Second Undergraduate Degree
A student may earn a second baccalaureate degree provided that the
additional requirements for the second degree include a minimum of
24 semester hours beyond those required for the first degree and a
minimum of 144 semester hours total. In all cases the student must
fulfill the complete degree requirements for both degrees (this
stipulation includes all general education and major requirements plus
the rising junior writing proficiency portfolio). A double major will
not necessarily lead to the conferral of a second degree. The student
may apply for two degrees at one time or separately. The student
may receive 1) two B.A. degrees; 2) two B.S. degrees; or 3) a B.A.
and a B.S. degree.
Double Major
To graduate with a double major, a student must fulfill all requirements for one degree and all of the major course requirements of a
second. A double major does not lead to a second degree. If
one or both of the student’s two major programs normally requires a
cognate or minor, that requirement is met with the second major.
All requirements for the double major must be completed before
graduation. The diploma and the baccalaureate degree will be
awarded for the program for which all of the degree requirements
have been met.
A C A D E M I C ASSESSMENT
Academic assessment is the process of evaluating the extent to
which students have learned and mastered the skills, knowledge, and
values necessary for success in today’s dynamic global environment.
Measurement of these “learning outcomes” occurs throughout
university classes, in co-curricular activities, in capstone projects,
major field tests, student surveys, and in many other areas. The
results of assessment are used for curricular improvements and
adjustments as well as overall institutional improvement.
Faculty in each academic program have the primary responsibility
for determining the appropriateness of these educational outcomes,
which extend beyond student performance as registered by final
course grades, as well as the methods and instruments for evaluating
the level at which the outcomes have been accomplished. Because
assessment methods should be chosen to evaluate the extent to
which educational outcomes are achieved, different methods of
assessment may be appropriate for different programs. Academic
units are also responsible for assessing the extent of learning
outcomes in general education courses delivered by their unit.
The Office of Institutional Effectiveness assists faculty, staff, and
administrators in gathering data to evaluate the effectiveness of
programs and services at USCA as they promote student learning and
advance the institutional mission. To this end, the Office of
Institutional Effectiveness in conjunction with the Academic
Assessment Committee:
•
•
•
Coordinates and monitors the assessment of academic
programs;
Oversees and orchestrates the assessment of general
education;
Develops and administers surveys, tests, and other
evaluation instruments.
Student participation in assessment activities is mandatory.
Information pertinent to the assessment of the major or area of
concentration is provided to students by the department from which
the degree will be granted.
Students will be notified about times, dates, and locations of required
assessment procedures. If a student fails to participate in a required
assessment activity, a “hold” will be placed on that student’s record.
The “hold” will indicate that the student may not register for classes
and/or that no diploma, certificate, grade report, or enrollment
verification will be issued to or for the student. This “hold” will be
removed after the student completes the required assessment(s).
Any student who wishes to pursue a double major must come by the
Academic Success Center to complete a change of program form so
that he/she may be assigned an advisor in each major area.
45
Academic Programs
G R A D UAT E DEGREES
B ACCALAUREATE DEGREES
Master of Education Degree in Educational Technology
Curricula
The Master of Education Degree in Educational Technology is
designed to provide advanced professional studies in graduate level
course work to develop capabilities essential to the effective design,
evaluation, and delivery of technology-based instruction and training
(e.g., software development, multimedia development, assistive
technology modifications, web-based development, and distance
learning). For more information, see page 165.
The curricula established for all baccalaureate degrees include a set of
courses that fulfill the general education requirements, a set of
courses that comprise a departmental major, a set of courses that
comprise a cognate and several hours of free elective courses. See
page 31 for General Education Requirements. Major, cognate, and
elective courses are described under each individual degree program.
Master of Education Degree in Elementary Education
1. Proficiency Portfolio in Writing
The Master of Education Degree in Elementary Education is
designed to provide advanced professional studies in graduate level
course work for persons who currently hold teacher certification and
who are committed to excellence in elementary education. For more
information, see page 159.
Master of Science Degree in Applied Clinical Psychology
The Junior Proficiency Portfolio in Writing serves a twofold
purpose:
1. to certify each student’s writing proficiency within the
context of general education assessment, and
2. to make all students aware of the necessity for developing
and transferring their writing skills beyond the
composition sequence.
The Master of Science Degree in Applied Clinical Psychology
provides graduate study and clinical experience in preparation for
careers in applied clinical and counseling settings and as a foundation
for students interested in pursuing doctoral studies. Students enrolled
in this program are expected to pursue a plan of study to assure
increased professional competence and breadth of knowledge in the
field of clinical and counseling psychology. For more information,
see page 168.
To these ends, each student must submit a writing proficiency
portfolio between sixty and ninety hours. Application for
graduation will not be allowed until the student has
satisfied the writing proficiency requirement. Transfer
students who have completed sixty hours at other institutions
are given up to thirty hours in residency at USCA to build their
portfolios; however, transfer students must satisfy the portfolio
requirement in the semester before applying for graduation.
Students are encouraged to visit the USCA Writing Room
regularly during their first sixty hours to work on their
academic writing. Any questions concerning this portfolio
process should be addressed to the Director of Writing
Assessment in the Department of English.
For the schedule of submission deadlines, please consult the
USCA Undergraduate Calendar.
Students should consult their advisors about meeting the
deadline for submission of the portfolio. Failure to submit the
portfolio on time can place a student’s anticipated graduation in
jeopardy.
The Junior Proficiency Portfolio in Writing is designed to allow
students seeking a baccalaureate degree from USCA an
opportunity to demonstrate their ability to apply the skills and
competencies they began to develop in the composition
sequence to university writing contexts beyond that level. It
will consist of three course-related papers selected by the
student as examples of his/her best writing in the English
language and one reflective essay annotating the various
reasons for his/her selections. The three course-assigned papers
must include researched writing. Essays, extended essay exam
answers, journals assigned for class, or other appropriate written
assignments may be used. No more than one of these may
come from the composition sequence. Since the portfolio is
designed to show the range of a student’s writing, the student is
encouraged to select work from a variety of courses. Papers
produced through group work are discouraged in this portfolio
review. Each selection must be identified by course title,
semester taken, and instructor’s name. All of these three papers
may be rewritten to demonstrate the student’s current writing
proficiency, for a paper deemed satisfactory at the freshman
level may not adequately demonstrate proficiency at the risingjunior level. The reflective essay will serve as a cover essay for
the portfolio and should discuss the reasons the student selected
each paper.
46
While papers from USCA classwork are preferred, transfer
students may submit papers from other academic settings.
Transfer students who enter USCA with fewer than thirty (30)
hours of required coursework to complete at USCA may elect
to enroll in AEGL 201 in lieu of portfolio submission.
Those students who have demonstrated competency in
university-level writing will be certified as having satisfied USC
Aiken’s expectations concerning writing proficiency within the
context of general education requirements. Students who
demonstrate exceptional competency will be recognized as
meritorious. Those students whose portfolios do not meet
expectations will be advised to appeal or to enroll in and pass
English (AEGL) 201: Writing in the University.
2. Major Requirements
Each baccalaureate degree program includes courses to enable
specialization in a particular area of interest. The
competencies to be gained in the course of study in the major
are specified in the description of each major.
3.
Minor
A minor prepares the student in a second field which may or
may not be directly related to the major field. Requirements
are established by the college/school which offers the minor
program. See department listings for specific minor
requirements. Courses taken toward the minor cannot be
counted toward major or general education requirements, with
the exception of free electives. All courses must be passed with
a grade of “C” or higher. Students should notify their advisor
and the department chair/dean of the minor which is selected. A
list of minors available is presented on page 52.
5.
A student must successfully complete at least one hundred and twenty
semester credit hours with a minimum GPA of 2.0 to earn a
baccalaureate degree. Some degree programs require more credit
hours and/or a higher GPA. General education requirements are a
component of all majors.
D EGREES OF F E R E D
The chart on page 51 provides a comprehensive listing of fields
available as academic majors at USCA. The programs are arranged by
disciplinary area rather than by college, school, or department.
USC AIKEN HO N O R S PR O G R A M
Cognates
A cognate is an additional concentration of study intended to
support course work in the student’s chosen major. Cognates
differ from minors (see below) as cognate courses may be
distributed over more than one subject area and more than one
department. Cognate courses should be junior-senior level
courses and must be approved by the student’s major
department. Cognates or minors are required for most degrees.
The specific cognate requirements for each degree program are
outlined in the Bulletin. Courses taken toward a cognate
cannot be counted as major or general education requirements,
with the exception of free electives.
4.
D E G R E E RE Q U I R E M E N T S
Electives
The number of elective credits varies according to the major
the student selects. See the descriptions of specific degree
programs beginning on page 53 of the Bulletin. Elective
credits for participation in University performing ensembles
may be counted up to a maximum of 4 credits.
Dr. Elaine C. Lacy, Director
The USC Aiken Honors Program provides an enriched academic
experience, both in and out of the classroom, for outstanding
students committed to reaching their highest potential as scholars
and creative thinkers.
Admission Requirements
•
First-year students (incoming freshmen) will be invited to
participate in the Honors Program based on their
predicted GPA.
•
Continuing USC Aiken students who wish to apply for
admission to the program may do so if they have a 3.5
GPA or higher on at least 24 hours of coursework
applicable to their major program of study.
•
Regardless of point of entry, each student will be screened
for admission into the Honors Program. This screening
process will include the submission of a 500-word essay on
a topic selected by the Honors Program Committee and
may include an interview with members of the Honors
Program Committee.
Continuation Requirements
Honors students are recommended to take at least 3 credit hours, but
generally not more than 7 credit hours, of Honors Program
coursework per semester. To remain in the program, a student must
maintain a USC Aiken cumulative GPA of 3.5 or higher and must
successfully complete at least 3 credit hours of Honors Program
course work each academic year. The Honors Program Committee
will review the academic work of all Honors students each year.
Students who do not meet the requirements will be placed on Honors
Program probationary status for one (1) semester. If the student
meets the 3.5 standard at the end of that semester, the honors
program probation will be lifted. Failure to meet the requirements in
any semester after honors program probation has been lifted will
result in dismissal from the Honors Program.
47
projects, which will be supervised by a faculty
member selected by the student, require research,
analysis and communication of the results of the
research. Honors students will be expected to present
the results of their projects to their peers and to the
faculty. Contract required.
Honors Curriculum
To graduate from the USC Aiken Honors Program, a student must
earn 24-29 hours of honors program credits in the following
categories. All courses applied to honors credit must be passed with a
grade of “B” or better.
1. AHON 101 Interdisciplinary Inquiry: Humanities
3 hours
2. Honors Colloquia
3 hours
Three one-hour courses are required.
An Honors Colloquium is a one-credit hour course that
allows for focused study in a particular topic. One or
more colloquia may be offered each semester.
3. Honors-Designated Courses. Total of five courses:
a. Three honors-designated general education/elective
courses are required
9-12 hours
b. Two honors-designated courses are required in the
student’s major field
6-8 hours
An Honors-Designated Course is one that includes
enhanced learning experiences for honors students.
B AC H E LO R OF INTERDISCIPLINA RY
STUDIES
The composition of and requirements for the BIS program
are under review. Effective April 26, 2006, admission to the
BIS program is temporarily suspended.
The Bachelor of Interdisciplinary Studies (BIS) program is structured
in part to meet an individual student’s specific academic and career
goals. It is designed for those students whose educational objectives
are better served by a flexible interdisciplinary program of study
rather than by a traditional single-discipline major.
The goals of the BIS program are to offer students:
4. Capstone Experience/Project
3 hours
The Capstone Experience is a project that will be
completed in the student’s senior year. These projects,
which will be completed under the supervision of a
faculty member selected by the student, require research,
data analysis and communication of the results of the
research or, in the case of the arts, an appropriate creative
project. Honors students will be expected to present the
results of their projects to their peers and to the faculty.
The Honors Program Committee will award prizes to
those students whose capstone projects are deemed to
be the best.
Total
24-29 hours
Course Descriptions
Honors (AHON)
AHON 101
Interdisciplinary Inquiry: Humanities. (3)
(Prereq: Admission to Honors Program) This
common first-year course of the Honors Program
will be offered each academic year and is meant to
introduce students to the craft and concepts involved
in interdisciplinary knowledge production. Students
will be exposed to materials used in a multitude of
disciplines and will be asked to evaluate and interpret
such documents as historical primary sources,
memoirs, literary works, filmic representations,
photographs, artifacts, music, and art. The course
instruction will take a holistic approach to a general
theme.
AHON 201
Honors Colloquium. (1) (Prereq: Admission to
Honors Program) An Honors Colloquium is a onecredit hour course that allows for focused study in a
particular topic. One or more colloquia may be
offered each semester.
AHON 499
Honors Capstone Project. (3) (Prereq: Admission
to Honors Program, Senior standing, permission of
the Honors Program Director) The Capstone
Experience/Project is a project that will be
completed in the student’s senior year. These
48
•
a broad-based foundation in the liberal arts and sciences
with which to anchor additional study in specifically
chosen academic fields or disciplines;
•
in-depth study in a pairing or combination of academic
areas or disciplines that reflect the student’s educational
and/or career goals;
•
the opportunity to discover and/or develop a substantive
understanding of the connections between/among those
disciplines and areas of study; and
•
an opportunity to articulate the strengths, connections,
and applications discovered during the student’s course of
study for the degree.
USCA offers a Bachelor of Arts or Bachelor of Science in
Interdisciplinary Studies. Students in the BIS program typically select
two academic disciplines for concentrated study instead of majoring
in one discipline. Students may select only those disciplines in which
USCA offers upper-level courses. Numerous combinations of
concentrations are possible. Some examples are studio art and
biology; communications and management; computer science and
accounting; English and history; sociology and public administration;
political science and psychology; philosophy and art history; and
engineering and management. Some concentrations also offer
several options, such as political science or public administration;
performance theater or design/technical theater; and Englishliterature or English-writing. In addition, several larger
interdisciplinary concentrations, such as International Studies, are
available.
Admission into the BIS program is by application only. (This is in
addition to the application for admission to the University.)
Normally a student will not be admitted until he/she is a sophomore.
Application should be made at least two weeks before the beginning
of the semester in which the student plans to enter the program. The
application procedure includes meeting with the BIS Director,
completing a statement of educational and career goals, and the
selecting of two academic concentrations. At least 30 credit hours of
study must be completed under the supervision of an advisory
committee established for each BIS student.
Each BIS major must have a completed portfolio on file with the BIS
Director before the BA or BS degree is granted. This portfolio will
consist of papers written for selected courses in the student’s
concentrations, with both concentrations represented. Portfolios will
be used for an ongoing process of program assessment. (BIS majors
should see the BIS Director for details.)
USCA DISTA N C E ED U C AT I O N
Students who have taken course work at another college should
consult the section on Transfer Admission in this bulletin for more
information on the courses that are normally transferable to USCA.
Distance Education includes education delivered live via an audio/
video connection or education delivered asynchronously via video
tape. Web-based distance education includes education delivered via
the Internet.
For information on the BIS program, students should contact the BIS
Director, Dr. Karl Stenger, in H&SS D-2.
BIS Degree Requirements
1.
General Education Requirements ................................... 53-55
The student must complete the USCA general education
requirements.
2.
Interdisciplinary Studies Program Requirements ..... 30-60
Based upon each student’s educational and career goals, the
members of the student’s advisory committee decide on the
courses that will be required in the two concentrations. Due to
the individual nature of each program of study, the required
number of hours varies. However, a minimum of 15 hours is
required within each concentration, and 30 hours are the
maximum that can be required in one concentration. A 2.0
grade point average in each concentration is also required for
graduation.
3.
Distance education offers not only the opportunity to provide
quality instruction to those at a distance from the campus, but also a
means to improve instructional opportunities for students on
campus.
Distance education extends the reach of the campus to the work
force by offering college level courses and enhances existing offcampus programs in Sumter, Allendale and Walterboro.
Only catalog courses taught by full-time faculty are offered via
distance education.
The University of South Carolina Aiken subscribes to the principles
of good practice for electronically offered academic degree and
certificate programs developed by the Western Cooperative for
Educational Telecommunications (WICHE). The factors for
assessment of quality that are included in the WICHE documents are:
•
conformance to standards of all courses/programs offered
by the college or university;
•
assessment of learners (outcomes, competency of
graduates);
•
specific goals with clear requirements for courses/
programs;
•
selection of media on basis of needs and capability;
•
quantity and quality of interaction with other students and
instructor;
•
support services (facilitator, technology, library services,
advising, instructor availability).
Electives .................................................................................... 6-36
The number of elective hours available varies considerably,
depending on the hours required in the two concentrations.
4.
Portfolio on file with BIS Director
Total hours required ....................................................................... 120
O FFICE O F IN T E R N A T I O N A L
PR O G R A M S
The Office of International Programs coordinates programs and
services that promote international awareness among students and
faculty, and addresses contributions and concerns of international
students.
The Office provides information to students on study abroad, work
abroad and volunteer abroad opportunities. It is the goal of the
Office of International Programs to work closely with faculty and
staff on developing new study abroad programs for students and to
assist faculty with research/teaching projects abroad.
The Office of International Programs provides services to international students on campus. Services include providing information to
prospective international students, assisting international students
with academic and social issues, and advising on immigration
regulations. We work closely with student and community organizations to insure that international students are well-adjusted and
successful on campus.
The USCA Office of International Programs has as its mission the
provision of a global perspective by advancing knowledge and
appreciation of the broader world and its cultures. This is accomplished by bringing the world to USCA via campus lectures, panel
discussions, other cultural events, and through internationalizing the
curriculum when appropriate.
M
ILITA RY SCIENCE/RO TC
The University of South Carolina Aiken does not offer ROTC
courses; however ROTC courses are offered by Augusta State
University.
C ERTIFICATE PR O G R A M S
Certificate Program in Writing
This post-baccalaureate, completion certificate program is designed
for students who have already earned a college degree but are seeking
coursework in writing for work-related purposes or for personal
growth and satisfaction. Individuals wishing a Certificate in Writing
from USCA must complete 15 hours of course work in writing of
which at least three must be in theory. Entry requirements:
interview with and portfolio to program director.
The Office of International Programs is located in Penland
Administration Building, Room 101F.
49
USC EX T E N D E D CA M P U S
The USC Extended Campus Office serves the greater University
community by offering a variety of courses for graduate and
undergraduate credit. These programs are designed to meet the needs
of traditional and non traditional students, business professionals, and
the community at large.
Through the Extended Campus, credits toward graduate degrees in
Business Administration, Education, Engineering, Journalism, Library
and Information Science, Nursing, Public Health, and Social Work
may be earned on the Aiken campus. Course work meeting other
graduate degree requirements may also be earned.
Utilizing the entire range of educational technology, including live
instruction, satellite, web, and DVD delivery, the residents of this
region are able to take advantage of the resources of a much larger
university without leaving the area. Students interested in additional
information concerning graduate programs should contact the Office
of Graduate Studies in the Penland Administration Building, Room
101A or visit the USC Extended Campus website at
http://learn.sc.edu.
The Professional Master of Business Administration Program
is designed to provide, in a schedule suited to the working
professional, all the course work required to complete the MBA
degree. Most classes are broadcast over a closed-circuit viewing
system to the Aiken campus. On-site communication facilities allow
two-way voice contact between student and professor during class.
Approximately three Saturday sessions in Columbia each semester
provide students opportunity for direct interaction with their
professors.
USC DISTA N C E ED U C AT I O N
The Distance Education Program offers classes for graduate
credit. The course work is designed to meet educational needs of
adults with busy professional and personal schedules. Students may
study at home using the web, or DVD and audiocassettes or by
viewing local South Carolina Educational Television broadcasts. As
an ITFS (Instructional Television Fixed Service) site, classes held on
the Columbia campus may be viewed on the Aiken campus. Contact
Distance Education at 803-777-7210.
C O N T I N U I N G ED U C A T I O N
Ranging from personal enrichment to professional development,
from Kids in College summer camps to world-wide educational travel,
the Office of Continuing Education offers a wide selection of
certificate and non-credit learning opportunities, as we support USC
Aiken’s mission of serving the public. Our programs strive to meet
the needs of busy people by offering a variety of class dates and
times, in single, multi-session, and seminar formats.
Our Professional Development and Corporate Training division
offers training tailored to the needs of individual businesses. Career
development classes are also offered for individuals. Our experts use
practical tools and interactive experiences to provide a quality
educational experience to meet your specific business needs. The
University of South Carolina Aiken is a member of the University
Continuing Education Association and, as such, awards certificates
recognizing earned Continuing Education Units (CEU’s).
The Academy for Lifelong Learning and SeniorNet programs are
another major focus of the Office of Continuing Education. The
Academy programs, geared to mature adults, provide opportunities
to explore many fascinating subjects, take trips, and meet others
50
with a passion for learning. The SeniorNet computer classes are
unique in that seniors teach seniors. With a high instructor to
student ratio, they are successful in creating confident computer
users.
For information concerning course offerings and activities, please
contact the Office of Continuing Education in the Business and
Education Building (room 100) at (803) 641-3563. E-mail us at
lauraa@usca.edu.
PR E-LA W
Students who are interested in pre-legal education may enroll in one
of several bachelor’s degree programs at USCA. For pre-law
advisement and for information on preparing for the Law School
Admissions Test (LSAC), students should contact Dr. Carol Botsch,
in H&SS C-5.
G R A D UAT E PRO G R A M S
Discipline
Major Numbers
Educational Technology
Elementary Education
Applied Clinical Psychology
389
310
169
Graduate Degree
Degree Numbers
Master of Education
Master of Education
Master of Science
74
74
71
B ACCALAUREATE PR O G R A M S (9 BACCALAUREATE DEGREES IN 21 PROGRAMS O F ST U D Y)
Discipline
Major Numbers
Biology
106
Business Administration
991
(area of concentration)
Accounting (205)
Finance
(210)
Management (220)
Marketing (a) standard concentration
(225)
Marketing (b) optional concentration - Golf Course Services
Undergraduate Degree
Degree Numbers
BA or BS
40, 41
BS in Business Administration
46
(760)
Chemistry
109
BS
41
Communications
640
BA
40
Early Childhood Education
Elementary Education
Middle Level Education
Mathematics/Science
(501)
Mathematics/Social Studies (502)
Mathematics/English
(503)
Science/Social Studies
(504)
Science/Engish
(505)
English/Social Studies
(506)
Secondary Education
Biology
(106)
Chemistry
(109)
English
(115)
Mathematics
(145)
Comprehensive Science
(759)
Comprehensive Social Studies
(758)
Special Education
311
310
314
BA in Education
BA in Education
BA in Education
48
48
48
373
BA or BS in Education
48, 49
385
BA in Special Education
4C
115
BA
40
Exercise and Sports Science
(area of concentration)
Fitness Management (756)
Basic Sciences
(757)
334
BS
41
Fine Arts
127
BA
40
English
(area of concentration)
English (Writing Concentration)
English (General)
(751)
(990)
History
136
BA
40
Interdisciplinary Studies
910
BA in Interdisciplinary Studies
BS in Interdisciplinary Studies
60
59
Math and Computer Science
Industrial Mathematics
140
126
BS
BS
41
41
Music Education
328
BA
40
Nursing (RN - 4 year)
(RN - completion program)
050
051
BS in Nursing
BS in Nursing
52
52
Political Science
157
BA
40
Psychology
159
BA or BS
40, 41
Sociology
(area of concentration)
Criminology and Criminal Justice (763)
Human Social Services
(753)
General
(990)
175
BA
40
51
M
INORS
A VAILABLE
Discipline
Anthropology and Human Geography
Art History
Biology
Business
Chemistry
Communications
Computer Science
Criminology and Criminal Justice
Geology
History
International Relations
International Studies
Literature
Mathematics
Music
Philosophy
Political Science
Psychology
Religious Studies
Sociology
Spanish
Studio Art
Theatre
Women’s and Gender Studies
Writing
52
Minor Numbers
877
105
106
991
109
640
108
763
124
136
888
139
887
145
148
163
157
159
168
175
184
104
110
882
886
School/Department Responsible
Sociology
Visual and Performing Arts
Biology and Geology
Business Administration
Chemistry and Physics
Communications
Mathematical Sciences
Sociology
Biology and Geology
History, Political Science, and Philosophy
History, Political Science, and Philosophy
History, Political Science, and Philosophy
English
Mathematical Sciences
Visual and Performing Arts
History, Political Science, and Philosophy
History, Political Science, and Philosophy
Psychology
History, Political Science, and Philosophy
Sociology
Languages, Literatures and Cultures
Visual and Performing Arts
Visual and Performing Arts
English
English
Page Number
77
83
98
124
104
55
112
77
98
70
71
71
59
112
83
71
71
118
71
77
64
83
84
60
59
College of Humanities
and Social Sciences
S. Thomas Mack, Coordinator of the College Council
S
ix departments comprise the College of Humanities and
Social Sciences: Communications (interpersonal, public,
organizational and mass communications and public
relations); English (language, literature, and writing); Languages,
Literatures and Cultures; History, Political Science, and Philosophy
(religious studies); Sociology (also including anthropology and
geography); and Visual and Performing Arts (art history, art studio,
dance, music and theatre).
The mission of the College of Humanities and Social Sciences is to
provide, through teaching, research/creative activity, and service, an
understanding of the individual and collective human experience. To
that end, the College:
1.
2.
3.
provides students throughout the University with experiences in
thinking creatively and critically and in communicating
effectively both ideas and creative impulses,
provides a variety of electives and general education courses for
students engaged in either a liberal arts education or a
professional program of study, and
currently provides baccalaureate degree programs in
communications, English, fine arts, history, interdisciplinary
studies, political science, and sociology; offers minors in
anthropology and human geography, art history,
communications, criminology and criminal justice, English
(both literature and writing), history, international relations,
international studies, music, philosophy, political science,
religious studies, sociology, Spanish, studio art, theatre, and
women’s and gender studies.
Developmental Work Policy. No remedial coursework may be
applied toward any degree offered by the College.
Independent Study Policy. Independent study courses are designed
primarily for juniors and seniors who desire advanced intensive work
on a specific topic. Independent studies are not intended to substitute
for courses listed in the USCA Bulletin. The maximum number of
independent study hours a student may earn in any given discipline in
the College is limited to six, except in art studio, which permits a
maximum of nine, and history and political science, which permit of
maximum of fifteen (nine in the major field, six outside the major
field).
To enroll in an independent study course, a student must: (1) have
written approval of the faculty member who is to supervise the
independent study and of the appropriate department chair before
registering for the course; (2) agree with the supervising faculty
member on a contract which describes the work involved in the
project and the criteria for grading; and (3) file an independent study
application with the Office of the Registrar before registering for the
course.
Students interested in enrolling for an independent study course
should see the appropriate department chair for more specific
details.
D E PA RT M E N T OF CO M M U N I C ATIONS
William D. Harpine, Department Chair
Professors
William D. Harpine (Speech Communication), Ph.D., The
University of Illinois at Urbana-Champaign, 1982
Charmaine E. Wilson (Speech Communication), Ph.D., University
of Washington, 1986
Instructors
James Himley (Speech Communication), M.A., Governors State
University, 1976
Tracy McAfee (Speech Communication), M.A., Ohio State
University, 1987
Peggy O’Neal Elliott (Journalism), M.A.J.C., University of Florida,
1978
David Willis (Speech Communication), M.A., University of
Kentucky, 2005
Lecturers
Nancy Barkley (Speech Communication), Ph.D., Wayne State
University, 1971
Teresa Kay Humphrey (Speech Communication), M.A., San Diego
State University, 1980
Jeffrey Bruce Wallace (Journalism), B.A., University of South
Carolina, 1970
Teaching Associate
Deidre M. Martin (Curriculum and Instruction), Ed.D., University of
South Carolina, 1995
Distinguished Professor Emerita
Sandra Hochel (Speech Communication), Ph.D., Purdue University,
1973
Professor Emerita
Linda C. Owens (Journalism), M.A., University of South Carolina,
1982
Department Mission Statement
We help each student understand how fundamental theories,
principles, and practices apply in many communication contexts
such as interpersonal, groups, organizations, cultures, and the mass
media.
53
Educational Objectives
Bachelor of Arts—Major in Communications
The specific educational objectives of the Communications
Department core curriculum, areas of emphasis, and elective courses
are to provide students with systematic learning experiences to
develop their abilities to communicate effectively, think critically,
work effectively with others, and make ethical decisions. Upon
completing the Communications degree program, students will
demonstrate competence in the curriculum’s primary categories of
knowledge, skills, and abilities:
1.
General Communication
•
Critical thinking and evaluation
•
Research methods
•
Communication process and theories
•
Professional/Disciplinary awareness
Specific Communication Knowledge, Skills, and Abilities
•
Interpersonal/Organizational
•
Oral
•
Written
•
Visual
Each student selects an area of emphasis for further exploration and
practice.
Curricula
The Bachelor of Arts degree with a major in communications is a
liberal arts degree designed to enhance understanding of communication processes and develop communication skills (oral, written and
visual). Students majoring in communications examine communication processes in interpersonal, small group and public settings;
within organizations and cultures, and in the mass media. The degree
program is designed to be flexible enough to provide the student with
the necessary background to pursue graduate studies (including
journalism, speech communication, student personnel services and
law) or to pursue diverse professions in diverse areas, including
media, business, social and human services, the ministry, education,
government and politics.
For students wishing a more specialized degree in Journalism, the first
courses leading to that degree may be taken at USC Aiken in
coordination with nationally-accredited School of Journalism and
Mass Communications on the Columbia campus. The number of
courses which can be taken at USCA depends on the area of
speciality: public relations, advertising, print journalism (newspapers
and magazines), or electronic journalism (television and radio).
2.
General Education Requirements .................................. 50-52
A.
Skills and Competencies 1 ......................................... 21-23
English 101 and 1022 ............................................................ 6
Composition/Composition and Literature
Math/Statistics/Logic3 ........................................................... 6
Applied Speech Communication (ACOM 201)4 ................ 3
Languages5 ........................................................................... 6-8
B.
Methods and History of Disciplines 6 ........................... 2 9
Natural Sciences ..................................................................... 8
Biology, Chemistry, Physics,
Geology, Astronomy (2 labs)
Social and Behavioral Sciences (two areas) ........................ 6
Psychology, Sociology, Anthropology,
Economics, Political Science, Geography
Humanities7 (at least two areas) ......................................... 9
Philosophy (not logic),
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
History of Civilization (AHST 101 or AHST 102) .......... 3
American Political Institutions ........................................... 3
(APLS 201, AHST 201, or AHST 202)
Major Requirements4 ................................................................................................... 4 2
Core Courses Requirement ......................................... 2 4
ACOM 190 Introduction to Communications
ACOM 241 Public Speaking
ACOM 290 Communications Colloquium
ACOM 300 Media and Society
ACOM 385 Group Communication
ACOM 450 Intercultural Communication
Writing--Select one of the following:
ACOM 332 Writing Across the Media
AEGL 250 Rhetorical Grammar
AEGL 460 Advanced Composition
AEGL 467 Argumentation
Capstone--Select one of the following:
ACOM 497 Directed Capstone Internship (3)
ACOM 499 Service Learning Capstone Experience(3)
Area Classes:
One course (3 hours) from each area ....................... 1 2
Plus six additional hours from one area .................... 6
Area I: Persuasion
ACOM 325 Advertising
ACOM 351 Persuasive Communications
ACOM 353 Advanced Public Speaking
ACOM 462 Political Rhetoric
AEGL 467 Argumentation8
ACOM 493 Topics in Persuasion
Area II: Visual Communication
ACOM 376 Visual Communication
ACOM 476 Advanced Visual Communication
AART 370 Digital Video Editing
ACOM 496 Topics in Visual Communication
Area III: Public Relations/Print Journalism
ACOM 303 Communications Law and Ethics
ACOM 305 Editing Skills
ACOM 328 Principles of Public Relations
ACOM 332 Writing Across the Media8
ACOM 335 Advanced Writing for the Public
ACOM 433 Free Lance Writing
ACOM 436 Public Relations Writing
ACOM 495 Topics in PR/Journalism
54
Area IV: Interpersonal/Organizational
Communication
ACOM 342 Interviewing
ACOM 455 Gender, Communication and Culture
ACOM 480 Organizational Communication
ACOM 491 Topics in IP/Organization
3.
Cognate or Minor ............................................................ 12-18
4.
Free Electives ...................................................................... 8-16
Total hours required 6 ...................................................................... 120
For undergraduate writing proficiency, see Proficiency Portfolio
in Writing described on page 46.
2
Students must complete English 101 with a grade of C or better in
order to fulfill general education requirements. Students must
also complete AEGL 102 with a grade of C or better in order to
fulfill general education requirements and before taking other
English courses.
3
AMTH 221 and AMTH 222 cannot be used for General Education
math credit EXCEPT by students graduating with degrees in
Elementary, Early Childhood or Special Education.
4
Must earn a C or better.
5
Two (2) semesters of the same language. See degree program
requirements for Language study.
6
At least 3 hours must be in non-Western world studies, unless
an approved non-Western world studies course has been completed
elsewhere in the student’s degree program.
7
For a list of courses that will meet the Humanities general
education requirement, see page 31.
8
May not be counted in core AND Area III.
9
Must earn a C or better in all cognate courses.
ACOM 190
Introduction to Communications. (3) An
introduction to communications as a field of study,
including the concepts, ideas, issues, methods and
theories associated with the discipline.
ACOM 201
Interpersonal Communication. (3) (Sophomore
standing or consent of instructor) A study of
communication in one-on-one and small group
situations. Emphasis is on applying the theories and
principles toward becoming a more competent
interpersonal communicator. This course may
satisfy the applied speech communication
requirement.
ACOM 241
Public Speaking. (3) (Prereq: C or better in AEGL
102 or consent of instructor) A course in the
principles, preparation, delivery, and evaluation of
public speaking. This course may satisfy the applied
speech communication requirement.
ACOM 290
Communications Colloquium. (3) (Prereq: C or
better in ACOM 190 and Communications Major or
consent of instructor) This transitional course
introduces communications majors to the discipline,
the degree program, and the implications of being a
communications major, including expectations,
requirements, opportunities and post graduate
options. Students will prepare an annotated
bibliography, participate in and lead discussions,
conduct interviews with professional communicators
and make presentations. Communications majors
must complete ACOM 290 within their first 12 hours
of ACOM courses.
ACOM 300
Media and Society. (3) (Prereq: AEGL 102 with a C
or better) A survey of mass media forms and support
industries and their effects on society. Examination
of media development, technologies, economics, laws
and ethics.
ACOM 303
Communications Law and Ethics. (3) (C or better
in ACOM 190, Junior Standing) A study of
constitutional and statutory law for communications
with emphasis on principles set by case law. Focus
will be on the role of law and ethics in decision
making by the professional communicator.
ACOM 305
Editing Skills. (3) (Prereq: C or better in AEGL
102) Techniques required in preparing materials for
publication.
ACOM 325
Principles of Advertising. (3) (Prereq: C or better
in ACOM 190 or consent of instructor) Advertising
and its relationship to media, marketing and
consumers.
ACOM 328
Principles of Public Relations. (3) (Prereq: C or
better in both ACOM 190 and ACOM 332 or consent
of instructor) History, theory, and principles of
public relations including an analysis of how business,
government, and other groups work to influence
public attitudes toward their activities. Class requires
practice in writing, including press releases and public
relations campaigns.
ACOM 332
Writing Across the Media. (3) (Prereq: C or better
in AEGL 102 and word processing skills) Basic
instruction in writing for different media forms, such
as print, broadcast, websites and presentations.
Includes development of researching and interviewing
skills.
1
Minor in Communications
General Education Requirements:
ACOM 201 - Interpersonal Communication (C or better) - should be
taken as the applied speech communication general education
requirement.
Minor Requirements 1
ACOM 190 Introduction to Communications ..................................... 3
ACOM 241 Public Speaking ................................................................... 3
Communications courses 300 and above ............................................ 1 2
Total hours required 1,2 ..................................................................................................................... 1 8
All courses in the minor must be passed with a C or better.
2
No more than three hours of independent study will count toward
the minor requirement.
1
Course Descriptions
Communications (ACOM)
Applied Speech Communication Requirement. Students
seeking a baccalaureate degree must complete an applied course in
speech communication as part of the general education requirements.
The following three courses are considered applied speech
communication courses: ACOM 201, 241 and 342. Some majors
may require a specific course, so students should consult the
requirements for each major.
General Education Humanities Requirement. Certain
communications classes will meet the General Education Humanities
requirement. These classes are designated by the last two digits of
the course number, and end in the 50’s and 60’s; for example, ACOM
351, Persuasive Communications, will meet the requirement but
ACOM 385, Group Communications, will not.
55
ACOM 335
Advanced Writing for the Public. (3) (Prereq: C
or better in ACOM 332) Study of and practice in
writing for mass media with emphasis on Associated
Press style.
ACOM 342
Interviewing. (3) Designed to acquaint the student
with principles and methods of interviewing and to
assist the student in developing skills in conducting
interviews. This course may satisfy the applied
speech communication requirement.
ACOM 351
Persuasive Communications. (3) (Prereq: C or
better in both ACOM 190 and ACOM 241 or consent
of instructor) This course focuses on expanding the
student’s ability to recognize persuasive messages,
and analyze and act as competent, critical receivers
of those messages, whether written, oral or mediated.
ACOM 352
ACOM 353
ACOM 376
ACOM 385
ACOM 399
ACOM 462
Political Rhetoric. (3) In order to become more
sophisticated and critical participants in the
democratic process, students will apply classical and
contemporary models in the critical analysis of
political and campaign rhetoric. The course also
provides the opportunity to acquire and practice
argumentation and debate skills.
ACOM 476
History & Philosophy of Mass Media. (3) History
of mass media from the 1400s to the present.
Situated in an historical context, this course
examines media effects on social, cultural and
political issues both nationally and internationally.
(Students who earned credit for ACOM 302 may not
take ACOM 352 for credit.)
Advanced Visual Communication. (3) (Prereq:
ACOM 376 with C or better) Advanced methods in
the use of graphics to communicate in a variety of
media/methods, including printed materials, broadcast
media, presentations, and electronic formats.
Students gain experience in desktop publishing
techniques to create communication materials from
the concept stage to actual production.
ACOM 480
Advanced Public Speaking. (3) (Prereq: C or
better in both ACOM 190 and ACOM 241 or consent
of instructor) Course focuses on enhancement of
public speaking and argumentation/debate skills,
through selection and application of appropriate
organizational strategies, compelling support, and
convincing arguments. Includes application of
classical and contemporary rhetorical theories to the
critical analysis of choices made by notable speakers.
Organizational Communication. (3) (Prereq:
junior standing and C or better in both ACOM 190
and ACOM 201) A study of how the context of the
organization influences interpersonal communication
processes. Emphasis on applying theory and
research to identify effective organizational
communication practices and strategic
communication behavior within organizations.
ACOM 491
Topics in Interpersonal/Organizational
Communication. (1-3) (Prereq: consent of
instructor) Selected topics relevant to interpersonal
and/or organizational communication. Course
content will vary and will be announced in the
schedule of classes. Course may be taken twice with
different topics.
ACOM 493
Topics in Persuasion. (1-3) (Prereq: consent of
instructor) Selected topics relevant to persuasion.
Course content will vary and will be announced in the
schedule of classes. Course may be taken twice with
different topics.
ACOM 495
Topics in Public Relations/Journalism. (1-3)
(Prereq: consent of instructor) Selected topics
relevant to public relations/journalism. Course
content will vary and will be announced in the
schedule of classes. Course may be taken twice with
different topics.
ACOM 496
Topics in Visual Communication. (1-3) (Prereq:
consent of instructor) Selected topics relevant to
visual communication. Course content will vary and
will be announced in the schedule of classes. Course
may be taken twice with different topics.
ACOM 497
Directed Capstone Internship. (3) (Prereq:
consent of instructor, completion of ACOM 190,
201, 241 and 290 with a C or better, successful
completion of Rising Junior Writing Proficiency
Portfolio and USC system GPA of 2.0 or better)
Supervised professional experience in
communications. Contract required. (May be
repeated for a maximum of 6 hours.)
ACOM 499
Service Learning Capstone Experience. (3)
(Prereq: consent of instructor, completion of ACOM
190, 201, 241 and 290 with a C or better, successful
completion of Rising Junior Writing Proficiency
Portfolio, and USC system GPA of 2.0 or better) The
course provides the opportunity to apply principles
of effective communication in community service
projects. In addition to the work in a community
Visual Communication. (3) (Prereq: C or better in
ACOM 190) Basic instruction on design and layout
with emphasis on visual communication principles
for design, layout and production of printed
materials. Introductory practice using computer
desktop publishing.
Group Communication. (3) (Prereq: C or better in
ACOM 190) A study of the theories, principles and
practices associated with effective communication in
the small group setting. The course relies on both
theoretical and experiential approaches to
understanding group communication.
Independent Study. (1-6) (Prereq: permission of
instructor) Directed independent project.
ACOM 433
Free-Lance Writing. (3) (Prereq: AEGL 102 with
C or better) Study of newspaper and periodical
features. Practice in writing and marketing articles.
ACOM 436
Public Relations Writing. (3) (Prereq: C or better
in ACOM 332 or consent of instructor) Special areas
of writing for Public Relations.
ACOM 450
Intercultural Communication. (3) A study of
cultural differences in human communication with a
focus on theoretical and experiential approaches
toward gaining competence in communicating across
cultures. (Satisfies non-Western world studies
requirement)
ACOM 455
Gender, Communication, and Culture. (3)
(Prereq: C or better in both ACOM 190 and ACOM
201 or consent of instructor) An exploration of the
relationships among gender, communication, and
culture from descriptive and critical perspectives with
three focused themes: 1) communication creates,
sustains, and sometimes challenges concepts of
56
gender; 2) the conceptualization of gender is a
cultural process; and 3) gender shapes
communication.
charitable organization, students must complete a
research paper or substantive project under the
direction of the faculty supervisor. Contract
required. May be repeated for a maximum of 6
hours.
Sue Lorch (English), Ph.D., University of Louisville, 1976
J. Stanley Rich (English), Ph.D., University of Alabama, 1979
Professor Emeritus
Daniel Miller (English), Ph.D., University of Massachusetts, 1970
Department Mission Statement
D E PA RT M E N T OF ENGLISH
The USCA English Department’s mission is to provide students with
an understanding and appreciation of the written word, both as
writers and as readers of significant literature.
To that end, the Department has three major purposes:
S. Thomas Mack, Department Chair
Professors
S. Thomas Mack, (English), Ph.D., Lehigh University, 1976,
Carolina Trustee Professor
Suzanne Ozment (English), Ph.D., U.N.C. - Greensboro, 1982
Associate Professors
William Claxon (English), Ph.D., Indiana University, 1984
Lynne A. Rhodes (English), Ph.D., University of South Carolina,
1996, Writing Assessment Director
1.) to provide students throughout the University with
experience in thinking creatively and critically and in writing
articulately about ideas in general,
2.) to provide a variety of electives for students engaged in
either a liberal arts education or a professional program of
study, and
3.) to provide English majors with background for graduate
studies in English or preparation for careers that draw on
communication skills and critical thinking abilities.
For more information on the Department of English and its
programs, visit the departmental web site at http://www.usca.edu/
english/.
Assistant Professors
Eric Carlson (English), Ph.D., Purdue University, 2006
Andrew Geyer (English), Ph.D., Texas Tech University, 2003
Jill Hampton (English), Ph.D., Southern Illinois University Carbondale, 1999
Douglas Higbee (English), Ph.D., University of California - Irvine,
2006
Kathleen Kalpin (English), Ph.D., University of California - Davis,
2005
Matthew Miller (English), Ph.D., University of South Carolina, 2005
Carla Elizabeth Coleman Prichard (English), Ph.D., University of
North Carolina - Chapel Hill, 2003
Senior Instructors
Karl F. Fornes (English), M.A., University of Dayton, 1992
Ilona Ilinitch Law (English), M.A., New York University, 1974
Instructors
Vicki Collins (Education), M.A., College of Mount St. Joseph, 1988
Roy Seeger (English), M.A., Ohio University, 2000; M.F.A., Western
Michigan University, 2005
Lecturers
Kathryn Hauer (English), M.A., College of William and Mary, 1985
Harry Hootman (English), Ph.D., University of South Carolina,
2004
Jim Saine (English), M.A., University of North Carolina - Chapel
Hill, 1975
Gregory White Smith (English), A.B., Colby College, 1973
Amanda Warren (English), Ph.D., Western Michigan University,
2006
Distinguished Professors Emeriti
J. Donald Blount (Comparative Literature), Ph.D., University of
South Carolina, 1973
Phebe E. Davidson (English), Ph.D., Rutgers University, 1991
Carolina Trustee Professor
Stephen L. Gardner (English), Ph.D., Oklahoma State University,
1979
Ann Adele Lee (Comparative Literature), Ph.D., University of South
Carolina, 1978
The Writing Room. The Writing Room, located in Humanities and
Social Sciences Building 112, is open to all USCA undergraduate and
graduate students seeking feedback on any of their written projects.
Students are welcome to drop by but appointments are
recommended. Qualified students can become consultants in the
Writing Room, earning valuable experience, academic credit, and
financial compensation. The Writing Room is open regular daytime
and evening hours. For more information, call the Director of
Academic Support Services and the First Year Experience at
extension 3321 or visit the On-line Writing Room at
http://www.usca.edu/writingroom/.
Special Courses. In addition to regular course offerings, the
English Department also offers special topics and special interest
courses. Some of these courses, such as creative writing, are offered
on a regular basis, while others can be offered when there is sufficient
student demand.
The Oswald Review. The USCA Department of English sponsors
The Oswald Review, a national journal of undergraduate research and
criticism in the discipline of English. Published annually, The Oswald
Review, is a refereed journal that accepts submission from
undergraduates in the field of English in this country and abroad. For
more information, visit the journal homepage at the following
address: <http://www.usca.edu/english/oswald/oswald.html>
Broken Ink. The English Department supports Broken Ink, USCA’s
award winning literary magazine. The magazine, produced entirely by
student staff and contributors, is published annually and offers
students from all departments the opportunity to publish their
creative writing and art, as well as provide experience in editing,
layout, and magazine production.
Sigma Tau Delta. Since 1986, the English Department has
sponsored a campus chapter (Epsilon Upsilon) of Sigma Tau Delta,
the International English Honor Society. This international
organization recognizes academic achievement and promotes
interest in literature and the English language; membership is offered
on an invitational basis to superior students majoring or minoring in
English or pursuing a degree in English Education.
Oswald Freshman Writing Award. The Oswald Freshman
Writing Award is presented annually on a competitive basis to a firstyear student who demonstrates excellence in expository writing.
The award is a $500.00 scholarship.
57
Kaplan Writing Award. The $500.00 Kaplan Writing Award is
given annually on a competitive basis to the student whose writing
exemplifies the qualities valued and stressed by Professor Virginia
Kaplan during her years of teaching English at USCA: depth of
thought, clarity of expression and command of language.
Phebe Davidson Creative Writing Prize. In honor of
distinguished South Carolina poet and USCA professor emerita Phebe
Davidson, this $500.00 prize is offered annually on a competitive
basis to a full-time student at USCA whose work demonstrates
superior achievement in creative writing.
James and Mary Oswald Distinguished Writers Series. Since
1985, the English Department has brought to Aiken a number of
distinguished visiting writers. During that period, such significant
literary personalities as Nikky Finney, Peter Taylor, Marge Piercy,
Mark Strand, Donald Hall, Alison Lurie, Alan Gurganus, and Robert
Creeley have visited USCA, interacted with students in English
classes, and presented free public readings of their work.
History of Civilization (AHST 101 or AHST 102) .......... 3
American Political Institutions ........................................... 3
(APLS 201, AHST 201, or AHST 202)
2.
Introduction to Literary Criticism (AEGL 275) .................. 3
3.
Survey Requirements ............................................................... 1 2
AEGL 284, 285, 288, and 289
English majors may use six of these twelve hours toward
satisfying the Humanities component of the General
Education Requirements. All English majors are also
strongly advised to complete their survey requirements
before enrolling in upper-level literature classes.
4.
Major Requirements (300 level or above) .......................... 2 4
One course from each of the following areas:
Area I:
British Literature
(AEGL 401, 405, 411, 412, 416, 417, 419, 423,
424)
Area II:
American Literature
(AEGL 425, 426, 427, 428, 430, 431, 449)
Area III:
Major Author Studies (AEGL 494)
Area IV:
Linguistics (AEGL 301, 450, 453, 459)
Area V:
World Literature and Areas of Interest
(AEGL 385, 389, 390, 391, 392, 393, 394,
395, 415, 434, 435, 474, 491)
Area VI:
Writing (AEGL 360, 362, 460, 461, 462, 463, 464,
466, 467, 468, 469)
Area VII:
Shakespeare (AEGL 407)
Area VIII8 :
Senior Thesis or Seminar
(AEGL 496 or AEGL 499)
5.
Electives in English ..................................................................... 9
Any three courses from areas I-VI, above
6.
Required Cognate or Minor ............................................. 12-18
Cognate .......................................................................................... 1 2
Minor ............................................................................................. 1 8
7.
Electives .................................................................................... 2-16
Internships. The Department of English administers a number of
internship opportunities so that those students majoring in English
can gain hands-on experience in professional writing. These include
internship agreements with local businesses and government agencies
and campus-based small presses and scholarly journals. The
Department of English maintains an ongoing internship arrangement
with The Aiken Standard. Interested students should see the
Department Chair for more information.
The Junior Proficiency Portfolio in Writing required of all students
is described in the section devoted to the General Education
Requirements on page 46.
Curricula
The Bachelor of Arts with a major in English is designed to be
flexible enough to provide the student with an adequate background
for graduate studies in English or preparation for such professions as
law, medicine, the ministry, advertising, communications, technical
writing, and library science.
A grade of C or better in English 102, or its equivalent, is a
prerequisite for all other English courses.
All students pursuing the B.A. in English must complete at least 18
hours in the major (coursework at the 300 level or above) at USCA.
Bachelor of Arts—Major in English
1.
58
General Education Requirements .................................. 50-52
A.
Skills and Competencies 1 ......................................... 21-23
English 101 and 1022 ............................................................ 6
Composition/Composition and Literature
Math/Statistics/Logic3 .................................................................................................... 6
Applied Speech Communication4 .................................................................... 3
Languages5 ............................................................................................................................. 6-8
B.
Methods and History of Disciplines 6 ........................... 2 9
Natural Sciences ..................................................................... 8
Biology, Chemistry, Physics,
Geology, Astronomy (2 labs)
Social and Behavioral Sciences (two areas) ........................ 6
Psychology, Sociology, Anthropology,
Economics, Political Science, Geography
Humanities7 (at least two areas) ........................................... 9
Philosophy (not logic),
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
Total hours required 6 ...................................................................... 120
1
For undergraduate writing proficiency, see Proficiency Portfolio in
Writing described on page 46.
2
Students must complete English 101 with a grade of C or better in
order to fulfill general education requirements. Students must also
complete AEGL 102 with a grade of C or better in order to fulfill
general education requirements and before taking other English
courses.
3
AMTH 221 and AMTH 222 cannot be used for General Education
math credit EXCEPT by students graduating with degrees in
Elementary, Early Childhood or Special Education.
4
The following are considered Applied Speech Communication
courses: ACOM 201, ACOM 241, and ACOM 342. Some majors
may require a specific course so students should consult requirements for their major.
5
Two (2) semesters of the same language. See degree program
requirements for Language study.
6
At least 3 hours must be in non-Western world studies, unless
an approved non-Western world studies course has been completed
elsewhere in the student’s degree program.
7
For a list of courses that will meet the Humanities general
education requirement, see page 31.
8
The proficiency portfolio in writing is a general education
requirement that must be satisfied before any student attempts the
senior thesis or senior seminar requirements.
B.A. in English
English majors are limited to no more than 6 hours of independent
study credit.
Major Program Goal and Objectives
An exit survey is required of all graduating seniors.
The Department has established the following goal for those students
completing the B.A. in English:
Minor in Literature
Students will develop not only the ability to derive meaning
from what they read, particularly literary texts, but also the
ability to write analytically about literature and its history.
Derived from this goal are the following five objectives:
1) Students will demonstrate the ability to do a close reading of
genres (e.g., poetry, fiction, drama, or film);
2) Students will demonstrate a general knowledge of major
movements, periods, and authors in British and American
literature;
3) Students will demonstrate a working knowledge of literary
terms;
4) Students will demonstrate the ability to understand literature
in its cultural context;
5) Students will demonstrate the ability to locate, read,
understand, and apply literary criticism and scholarship; and
6) Students will demonstrate the ability to write analytically
and articulately about literature, offering evidence of clarity,
coherence, and style.
Writing Concentration (option for English majors only)
Students wishing a degree program that is more writing intensive can
supplement their major requirements with the following writing
concentration. This concentration requires 3 hours of coursework in
Theory and 9 hours of coursework in Practical Applications. Total
required hours: 12.
Theory (3
AEGL 360
AEGL 362
AEGL 468
AEGL 469
hours):
Composition Studies ............................................................ 3
Literature and Media Cultures ............................................ 3
Studies in Writing* .............................................................. 3
Rhetoric of Science ............................................................. 3
Practical Applications (9 hours):
AEGL 460 Advanced Composition ....................................................... 3
AEGL 461 Writing About the Arts ....................................................... 3
AEGL 462 Technical Writing ................................................................ 3
AEGL 463 Writing Workshop - Nonfiction ........................................ 3
AEGL 464 Writing Workshop - Poetry ............................................... 3
(may be repeated for a maximum of 6 hours)
AEGL 466 Writing Workshop - Fiction .............................................. 3
(may be repeated for a maximum of 6 hours)
AEGL 467 Argumentation ..................................................................... 3
AEGL 468 Studies in Writing* .............................................................. 3
AEGL 497 Directed Internship ............................................................. 3
(may be repeated for a maximum of 6 hours)
Total hours required .......................................................................................................................... 1 2
* AEGL 468, Studies in Writing, is a special topics course that may
apply to either Theory or to Practical Applications depending on
the nature of the project defined by the student and instructor.
The English faculty recommends that students planning to attend
graduate school take the second year of a language. It is also
advisable that the student take as electives as many upper-level
English courses as possible.
Prerequisites:
AEGL 101 Composition
AEGL 102 Composition and Literature
Requirements:
200 and 300 level courses, including at least
one of the following surveys: ............................................................. 6-9
AEGL 284 Survey of American Literature I
AEGL 285 Survey of American Literature II
AEGL 288 Survey of British Literature I
AEGL 289 Survey of British Literature II
AEGL 390 Great Books of the Western World I
AEGL 391 Great Books of the Western World II
All other courses on the 400 level with at least one course each in
American and British literature ....................................................... 9-12
Total hours required 1 ....................................................................... 1 8
1
Three hours of independent study may be applied to the minor
only in extraordinary cases and with the approval of the English
Department Chair.
Minor in Writing
The Writing Minor is designed for students who are not
English Majors. Students wishing a minor in Writing must
complete 6 hours of coursework in Theory and an
additional 12 hours in Practical Applications. Total required
hours: 18.
Theory (6
AEGL 250
AEGL 360
AEGL 362
AEGL 468
AEGL 469
hours):
Rhetorical Grammar ............................................................ 3
Composition Studies ............................................................ 3
Literature and Media Cultures ............................................ 3
Studies in Writing* .............................................................. 3
Rhetoric of Science ............................................................. 3
Practical Applications (12 hours):
AEGL 460 Advanced Composition ....................................................... 3
AEGL 461 Writing About the Arts ....................................................... 3
AEGL 462 Technical Writing ................................................................ 3
AEGL 463 Writing Workshop - Nonfiction ........................................ 3
AEGL 464 Writing Workshop - Poetry ............................................... 3
(may be repeated for a maximum of 6 hours)
AEGL 466 Writing Workshop - Fiction .............................................. 3
(may be repeated for a maximum of 6 hours)
AEGL 467 Argumentation ..................................................................... 3
AEGL 468 Studies in Writing* .............................................................. 3
AEGL 497 Directed Internship ............................................................. 3
(may be repeated for a maximum of 6 hours)
ACOM 433 Freelance Writing .............................................................. 3
ACOM 436 Public Relations Writing ................................................... 3
Total hours required .......................................................................................................................... 1 8
* AEGL 468, Studies in Writing, is a special topics course that may
apply to either Theory or to Practical Applications depending on
the nature of the project defined by the student and instructor.
Students seeking the bachelor’s degree in English must earn a grade of
C or better in all required English courses at the 200 level and above
in order for those courses to count toward their major program.
Students can repeat courses in which they make a grade of less than
C.
59
Minor in Women’s and Gender Studies
This is an interdisciplinary minor requiring eighteen hours
(at least 3 disciplines; no more than 9 hours from any one)
selected from courses in the humanities, the social sciences,
and the sciences.
Central Courses: Two courses (6 hours):
APLS 321 Gender Politics and Political Theory ................................ 3
ASCY 301 Sociology of Gender Roles .................................................. 3
AHST 464 History of Women in the United States ........................... 3
Applied Writing Courses
The following English courses are applied writing courses: 201, 250,
264, 360, 460, 461, 462, 463, 464, 466, 467, 468 and 469.
Applied writing courses cannot be used to satisfy General Education
Requirements; see B.5 (Methods and History of Disciplines:
Humanities).
Course Descriptions
Requirements: Four courses (12 hours):
ACOM 201 Interpersonal Communication ......................................... 3
ACOM 450 Intercultural Communication ........................................... 3
ACOM 455 Gender, Communication and Culture ............................... 3
ACOM 480 Organizational Communication ....................................... 3
AEGL 290 Introduction to Women’s Literature ................................. 3
AEGL 394 Images of Women in Film and Fiction ............................. 3
AEGL 431 American Autobiography .................................................... 3
APLS 353 Gender and the Law .............................................................. 3
APLS 373 Women and Public Policy ................................................... 3
ASCY 305 Sociology of the Family ...................................................... 3
ASCY 528 Family Diversity .................................................................. 3
APSY 415 Adult Development .............................................................. 3
APSY 490 Human Sexuality .................................................................. 3
English Language and Literature (AEGL)
AEGL 101
Composition. (3) A course in the composing
process with attention to invention, arrangement,
and style and closely supervised practice in reading
and writing. Students must complete AEGL 101 with
a grade of C or better in order to fulfill English
general education requirements. (Every semester)
Total hours required .......................................................................................................................... 1 8
AEGL 102
Composition and Literature. (3) (Prereq: a grade
of C or better in AEGL 101) A course in the writing
of expository and critical essays with an introduction
to literature and including a research paper. Students
must complete AEGL 102 with a grade of C or better
in order to fulfill English general education
requirements. (Every semester)
AEGL 111
English as a Second Language. (3) A course
designed to offer practice in and promote further
development of essential listening, speaking, reading
and writing skills for those students for whom English
is their second language. (May be repeated for credit
up to 6 hours; may be taken concurrently with AEGL
101 or 102).
AEGL 201
Writing in the University. (3) (Prereq: Grade of C
or better in AEGL 101 and 102) A comprehensive
review of composition, focusing on clarity of
purpose, quality of thought, organization, use of
sources, language/style, and mechanics/grammar.
Students who complete the course with a grade of C
or better will satisfy the junior writing proficiency
requirement. For elective credit only. (Every
semester)
AEGL 250
Rhetorical Grammar. (3) (Prereq: Grade of C or
better in AEGL 101 and 102) This course will enable
writers to gain more confidence in their writing (1)
by understanding the many, varied structural and
stylistic choices of the English language, (2) by
increasing their ability to talk consciously about their
writing choices as they revise their papers, and (3) by
recognizing the rhetorical effects their choices may
have on their readers. Special attention will be given
to audience expectations, sentence rhythm and
cohesion, coordination and subordination,
punctuation, modifiers, and diction.
AEGL 264
Introduction to Creative Writing. (3) (Prereq:
Grade of C or better in AEGL 101 and 102) A
beginning course in the theory and practice of writing
poetry, fiction, and drama. (Every fall)
A student must complete English 102 with a grade of C or better
before taking other English courses; only in exceptional cases (and
then with approval of the Chair of the Department of English) may
a student take English 102 concurrently with a higher-level English
course.
Appropriate special topics courses in the disciplines may be selected.
Certificate Program in Writing
This post-baccalaureate, completion certificate program is designed
for students who have already earned a college degree but are seeking
coursework in writing for work-related purposes or for personal
growth and satisfaction. Individuals wishing a Certificate in Writing
from USCA must complete 15 hours of course work in writing of
which at least three must be in theory. Entry requirements:
interview with and portfolio to program director. Total required
hours: 15.
Theory:
AEGL 460
AEGL 468
AEGL 484
AEGL 469
Advanced Composition ....................................................... 3
Studies in Writing* .............................................................. 3
Literacy and Literature ....................................................... 3
Rhetoric of Science ............................................................. 3
Practical Applications:
AEGL 461 Writing About the Arts ....................................................... 3
AEGL 462 Technical Writing ................................................................ 3
AEGL 463 Writing Workshop - Nonfiction ........................................ 3
AEGL 464 Writing Workshop - Poetry ............................................... 3
(may be repeated for a maximum of 6 hours)
AEGL 466 Writing Workshop - Fiction .............................................. 3
(may be repeated for a maximum of 6 hours)
AEGL 468 Studies in Writing* .............................................................. 3
AEGL 497 Directed Internship ............................................................. 3
(may be repeated for a maximum of 6 hours)
Total hours required .......................................................................................................................... 1 5
* AEGL 468, Studies in Writing, is a special topics course that may
apply to either Theory or to Practical Applications depending on
the nature of the project defined by the student and instructor.
Add-On Teacher Certification in English
Students can earn certification in English through the “add-on”
certification process. Interested students should consult with the
Dean of the School of Education to have their transcripts evaluated
and to learn more about specific requirements.
60
AEGL 275
AEGL 281
Introduction to Literary Criticism. (3) (Prereq:
Grade of C or better in AEGL 101 and 102) A survey
of the major theories of literary criticism. Students
will learn how to discover and create meaning from
literary texts by responding to and interpreting those
texts in different ways; they will gain practice in
criticizing literary works with the aim of establishing
standards of judgment. (Every fall)
The Novel to 1920. (3) (Prereq: Grade of C or better
in AEGL 101 and 102) A study of significant novels
in Western literature from the Renaissance to 1920.
AEGL 282
Contemporary Fiction. (3) (Prereq: Grade of C or
better in AEGL 101 and 102) A study of the nature
and significance of contemporary fiction.
AEGL 283
Contemporary Poetry. (3) (Prereq: Grade of C or
better in AEGL 101 and 102) A study of the nature
and significance of contemporary poetry.
AEGL 284
Survey of American Literature I. (3) (Prereq:
Grade of C or better in AEGL 101 and 102) A study
of American literature from its beginning to the Civil
War. (Every fall)
AEGL 285
Survey of American Literature II. (3) (Prereq:
Grade of C or better in AEGL 101 and 102) A survey
of American literature from the Civil War to the
present. (Every spring)
AEGL 288
Survey of British Literature I. (3) (Prereq: Grade
of C or better in AEGL 101 and 102) Extensive
reading in the works of major writers from the
Beowulf poet through the 17th century. (Every fall)
AEGL 289
Survey
of C or
reading
century
AEGL 290
AEGL 291
AEGL 295
AEGL 301
AEGL 360
of British Literature II. (3) (Prereq: Grade
better in AEGL 101 and 102) Extensive
in the works of major writers from the 18th
through the Modern Age. (Every spring)
Introduction to Women’s Literature (3) (Prereq:
Grade of C or better in AEGL 101 and 102) A survey
of literature by women writing in the English
language. The course is historically based and
emphasizes women’s perceptions of themselves as
writers and participants in their own culture. (Every
semester)
Introduction to Non-Western Literature. (3)
(Prereq: Grade of C or better in AEGL 101 and 102)
A study of selected literatures of non-Western
cultural traditions. (Satisfies the non-Western world
studies requirement; offered every semester)
Introduction to Dramatic Literature. (3) (Prereq:
Grade of C or better in AEGL 101 and 102) A study
of representative works of primarily Western
dramatic literature from multiple time periods and
nationalities. The course emphasizes the
development and interconnectedness of important
genres and dramatic movements.
Introduction to Human Language. (3) (Prereq:
Grade of C or better in AEGL 101 and 102) A study
of the design and function of human language: sound
systems, word systems, and sentence patterns;
language acquisition; language history; relationships
to social contexts and to the mind. English will be
the primary language for illustration. This course
fulfills the general education requirement in the
humanities. (Every spring)
Composition Studies. (3) (Prereq: Grade of C or
better in AEGL 101 and 102) A survey of
composition and rhetorical theories within a
practical context. The study of relevant
movements, figures and texts will provide an
introduction to the principles of teaching writing.
(Fall, odd years)
AEGL 362
Literature and Media Cultures. (3) (Prereq:
Grade of C or better in AEGL 101 and 102) Explores
the concepts of and relationships between literacy
and literature in four media cultures: oral, manuscript,
print, and electronic. (Fall, even years)
AEGL 385
Studies in Non-Western Literature. (3) (Prereq:
Grade of C or better in AEGL 101 and 102)
Intensive study in selected topics focusing on the
non-Western world. (Satisfies the non-Western world
studies requirement; offered on demand)
AEGL 389
Classical Mythology. (3) (Prereq: Grade of C or
better in AEGL 101 and 102) A study of the nature
and significance of myths, with emphasis on the
major Greek and Roman myths of divinities and
heroes. (Students who received credit for AEGL 110
may not take this course for credit.) (Spring, even
years)
AEGL 390
Great Books of the Western World I. (3) (Prereq:
Grade of C or better in AEGL 101 and 102) A
comparative study (in translation) of great books
from antiquity to the beginning of the Renaissance.
(Fall, odd years)
AEGL 391
Great Books of the Western World II. (3)
(Prereq: Grade of C or better in AEGL 101 and 102)
A comparative study (in translation) of great books
from the Renaissance to the present. (Spring, even
years)
AEGL 392
Early Modern European Drama. (3) (Prereq:
Grade of C or better in AEGL 101 and 102) A survey
of dramatic literature from sixteenth- and
seventeenth-century England and Continental
Europe.
AEGL 393
Film and Society. (3) (Prereq: Grade of C or better
in AEGL 101 and 102) Film as cultural text, with
special emphasis on the relation between the film and
its cultural/critical context.
AEGL 394
Images of Women in Film & Fiction. (3) (Prereq:
Grade of C or better in AEGL 101 and 102) A study
of the evolving images of women as they are
presented in film and fiction. (Every Spring)
AEGL 395
The Graphic Novel. (3) (Prereq: Grade of C or
better in AEGL 101 and 102) A study of graphic
novels or book-length comics with emphases on
genre, literary elements, and visual design and style.
Graphic novels from the United States as well as
European and Non-western countries will be
examined.
AEGL 399
Independent Study. (3-6) (Prereq: Grade of C or
better in AEGL 101 and 102) Directed independent
study. A student chooses a project and finds a
professor willing to work with him/her.
AEGL 401
Chaucer. (3) (Prereq: Grade of C or better in AEGL
101 and 102) Chaucer’s works, with special
attention to The Canterbury Tales. (Spring, odd
years)
AEGL 405
The English Renaissance. (3) (Prereq: Grade of C
or better in AEGL 101 and 102) Literature of the
English Renaissance, in its cultural contexts, explored
through representative works.
61
AEGL 407
Shakespeare. (3) (Prereq: Grade of C or better in
AEGL 101 and 102) A study of the plays of
Shakespeare. (Every spring)
AEGL 411
The Eighteenth Century. (3) (Prereq: Grade of C
or better in AEGL 101 and 102) A survey of British
literature from 1660 to 1800.
AEGL 412
Contemporary British Fiction. (3) (Prereq: Grade
of C or better in AEGL 101 and 102) A study of
representative contemporary British writers of the
latter half of the 20th Century with special emphasis
on the cultural context of the works and on
developing criteria for evaluating contemporary
writing. Includes such writers as Iris Murdoch and
John Fowles. (Offered on demand)
AEGL 415
Science Fiction. (3) (Prereq: Grade of C or better in
AEGL 101 and 102) A study of science fiction that
offers students an opportunity to explore a
significant literature of what is generally called “popculture” in relation to the generally acknowledged
literary canon, and to explore its importance in an
academic setting. (Offered on demand)
AEGL 416
The British Novel. (3) (Prereq: Grade of C or better
in AEGL 101 and 102) A survey of the English novel
from DeFoe to Lawrence (representative authors will
include Fielding, Austen, Scott, Dickens, George Eliot
and Conrad). (Spring, even years.)
AEGL 417
Romanticism. (3) (Prereq: Grade of C or better in
AEGL 101 and 102) A study of the 18th century
transition from Classicism to Romanticism and of
the 19th century masters: Wordsworth, Coleridge,
Byron, Shelly and Keats. (Fall, even years)
AEGL 419
The Victorian Age. (3) (Prereq: Grade of C or
better in AEGL 101 and 102) A survey of Victorian
prose and poetry. (Spring, odd years)
AEGL 423
Modern British Literature. (3) (Prereq: Grade of
C or better in AEGL 101 and 102) A survey of 20th
century British literature with representative readings
from the poets, the dramatists and the novelists.
AEGL 424
Studies in British Literature. (3) (Prereq: Grade
of C or better in AEGL 101 and 102) Intensive study
of selected topics. (Offered on demand)
AEGL 425
Early American Literature. (3) (Prereq: Grade of
C or better in AEGL 101 and 102) A study of
representative works from the nation’s colonial
beginnings to 1800 with special emphasis on Puritan,
Neoclassical and Pre-Romantic writers. (Fall, odd
years)
AEGL 426
American Romanticism. (3) (Prereq: Grade of C
or better in AEGL 101 and 102) A study of
representative works from 1800 to the Civil War
with special emphasis on such major figures as Poe,
Hawthorne, Melville, Emerson and Thoreau. (Spring,
even years)
AEGL 427
American Realism. (3) (Prereq: Grade of C or
better in AEGL 101 and 102) A study of
representative works from the Civil War to 1910
with special emphasis on such literary subcategories
as naturalism and the local color movement and such
major figures as Whitman, Dickinson, Crane, Twain
and James. (Fall, even years)
AEGL 428
62
Modern American Writers. (3) (Prereq: Grade of
C or better in AEGL 101 and 102) A study of
American thought in literature since World War I.
Particular emphasis is placed upon regional schools,
their techniques, their philosophies. (Spring, odd
years)
AEGL 430
Southern Literature. (3) (Prereq: Grade of C or
better in AEGL 101 and 102) A study of
representative writers of the American South with
special emphasis on the cultural context of the
works. Includes such writers as Zora Neale Hurston,
William Faulkner, Tennessee Williams, Robert Penn
Warren, Eudora Welty, and Alice Walker. (Fall, odd
years)
AEGL 431
American Autobiography. (3) (Prereq: Grade of C
or better in AEGL 101 and 102) A survey of
American autobiography that considers work by
writers of various backgrounds, cultures and historical
periods. (Offered on demand)
AEGL 434
The Russian Novel in Translation. (3) (Prereq:
Grade of C or better in AEGL 101 and 102) A survey
of the Russian novel from Pushkin to Pasternak,
including such writers as Gogol, Tolstoy,
Dostoyevsky, and Turgenev. (Offered on demand)
AEGL 435
African and African-American Literature. (3)
(Prereq: Grade of C or better in AEGL 101 and 102)
A Comparative study of representative African and
African-American writers with special emphasis on
the cultural context of the works. Includes such
African writers as Achebe and Soyinka and such
African-American writers as Ellison and Morrison.
(Satisfies the non-Western world studies requirement;
Spring, odd years)
AEGL 449
Studies in American Literature. (3) (Prereq:
Grade of C or better in AEGL 101 and 102)
Intensive study of selected topics. (Offered on
demand)
AEGL 450
English Grammar. (3) (Prereq: Grade of C or better
in AEGL 101 and 102) Study of traditional,
structural and generative systems of English. (Fall,
even years)
AEGL 453
Development of the English Language (3)
(Prereq: Grade of C or better in AEGL 101 and 102)
English from Indo-European through Germanic and
into Old English, Middle English and Modern English.
No previous knowledge of Old English or Middle
English is required. (Fall, odd years)
AEGL 459
Studies in English Linguistics. (3) (Prereq: Grade
of C or better in AEGL 101 and 102) Intensive study
of selected topics. (Offered on demand)
AEGL 460
Advanced Composition. (3) (Prereq: Grade of C or
better in AEGL 101 and 102) Extensive practice in
different types of expository and persuasive
nonfiction writing. The course will focus on both
different writing processes and different forms of
written discourse used to generate meaning, clarify
understanding, and influence thought and action..
(Every fall)
AEGL 461
Writing About the Arts. (3) (Prereq: Grade of C or
better in AEGL 101 and 102) Workshop in writing
about the fine and performing arts, including an
introduction to the vocabulary of the arts and
practice in composing critical responses to selected
campus cultural offerings. (Offered on demand)
AEGL 462
Technical Writing. (3) (Prereq: Grade of C or
better in AEGL 101 and 102) Preparation for and
practice in reporting technical information logically
and lucidly for a variety of audiences. (Every Spring)
AEGL 463
Writing Workshop - Nonfiction. (3) (Prereq:
Grade of C or better in AEGL 101 and 102) Practice
and discussion of the basic techniques of writing
creative nonfiction, such as memoir, personal essay ,
nature essay, travel memoir, etc. (Offered on
demand)
AEGL 464
Writing Workshop-Poetry. (3) (Prereq: Grade of C
or better in AEGL 101 and 102 and consent of
instructor) Practice and discussion of basic techniques
of writing poetry. May be repeated for a maximum
of 6 credit hours. (Spring, odd years)
AEGL 466
Writing Workshop - Fiction. (3) (Prereq: Grade of
C or better in AEGL 101 and 102) Practice and
discussion of basic techniques of writing fiction. May
be repeated for a maximum of 6 credit hours.
(Spring, even years)
AEGL 467
Argumentation. (3) (Prereq: Grade of C or better in
AEGL 101 and 102) A writing intensive study of the
rhetorical principles of argument, focusing most
closely on written argument in contemporary
American culture. Students will be expected to
produce written work that applies the formal
structure, rhetoric, and logic of argument to an
assortment of topics and issues. (Fall, even years)
AEGL 468
Studies in Writing. (3) (Prereq: Grade of C or
better in AEGL 101 and 102) Advanced theory and
practice in selected genres. Choice of genres to be
studied varies with instructor. (Offered on demand)
AEGL 469
Rhetoric of Science. (3) (Prereq: Grade of C or
better in AEGL 101 and 102) An exploration of
writing in the sciences, with an overview of current
rhetorical theory applicable to the sciences and a
contemporary critique of scientific writing.
AEGL 474
Modern Western Drama. (3) (Prereq: Grade of C
or better in AEGL 101 and 102) Critical studies of
English, European and American dramatists from
Ibsen to the present. (Offered on demand)
additional faculty member chosen by the student. All
thesis students and their faculty directors will meet as
a group during the semester for discussion of the
process. A transcript designation, “Exceptional
work on the senior thesis,” may be given if
recommended by the faculty thesis committee
(Offered on demand).
AEGL 497
Directed Internship. (1-3) (Prereq: Grade of C or
better in AEGL 101 and 102, Junior standing,
consent of department) Supervised professional
experience in writing. (May be repeated for a
maximum of 6 credit hours)
AEGL 499
Senior Seminar. (3) (Prereq: Grade of C or better
in AEGL 101 and 102, Senior standing, completion
of at least 12 hours at the 300 level or above,
consent of instructor, and successful completion of
junior writing portfolio or AEGL 201). A seminar in
which the students apply to instructor-selected
literature the critical and analytical skills developed
in their previous course work. Students will produce a
critical analytical paper of approximately fifteen
pages on literature of their own choosing. The
course will culminate in an oral defense of the final
paper within the context of the seminar and before
the faculty seminar committee. (Offered every
spring).
D E PA RT M E N T OF LA N G UAGES,
L ITERATURES AN D CULTURES
Victor Manuel Duran, Department Chair
Associate Professors
Victor Manuel Duran (Romance Languages/Spanish), Ph.D.,
University of Missouri, 1988
Stanley F. Levine (French/Latin), Ph.D., Stanford University, 1984
Karl L. Stenger (German), Ph.D., Ohio State University, 1984
AEGL 491
Studies in Comparative Literature. (3) (Prereq:
Grade of C or better in AEGL 101 and 102)
Intensive studies in selected topics (Offered on
demand).
AEGL 494
Studies in Major Authors. (3) (Prereq: Grade of C
or better in AEGL 101 and 102) Intensive study of
one or two major authors. This is a special topics
course; choice of author or authors varies with
instructor. (Offered on demand)
Rayito Calderon (Spanish Linguistics/Spanish), M.A., University of
Florida, 2003
Margaret Sayers (Spanish), Ph.D., The Ohio State University, 1966
Craig Stangohr (Spanish), M.A., Illinois State University, 1980;
M.B.A., University of Illinois-Chicago, 1984
AEGL 495
Independent Reading and Research. (3) (Prereq:
Grade of C or better in AEGL 101 and 102 and
consent of instructor)
Distinguished Professor Emerita
AEGL 496
Senior Thesis. (3) (Prereq: Grade of C or better in
AEGL 101 and 102, Senior standing, minimum 3.0
GPA, completion of at least 12 hours at the 300
level or above, permission of instructor and
department chair, and successful completion of junior
writing portfolio or AEGL 201). Directed
independent research and writing project. The
English major may choose to explore in depth a
literary topic of special interest or to produce an
original work and to place this work into the context
of the appropriate tradition. Topic choice will be
made by student and instructor with approval by
department chair. The thesis of 25-30 pages will be
defended before a committee of three faculty
members, including the thesis director, the
department chair and /or BIS director, and one
Instructors
Ann Adele Lee (Spanish, Comparative Literature), Ph.D., University
of South Carolina, 1978
Department Mission Statement
The Department of Languages, Literatures and Cultures promotes an
awareness and an appreciation of and a respect for other cultures
through language acquisition and stimulates students’ perspectives
and knowledge of other countries, other traditions and other
practices. The department strives to improve the communication
skills, at all levels, of the students by encouraging them to explore
and understand the linguistic and cultural parameters of diverse
populations and by helping them to think analytically and systemically about the importance of languages. Moreover, students will
gain academic enrichment through knowledge of a diversity of
cultures in any given society.
The department offers a range of second-language courses, from
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linguistics to literature to culture and civilization in French, Spanish
and German and in introductory courses in Latin and Italian. In
addition, USCA students can opt to minor in Spanish. The Department of Languages, Literatures and Cultures focuses on the communicative approach to second language acquisition.
The Department of Languages, Literatures and Cultures promotes
study abroad as a viable and documented means by which students
learn the nuances and linguistic differences of the targeted second
language through active and total immersion in the country where
the language being studied is utilized as the primary means of
communication.
Introductory Languages, Literatures and Cultures
Sequence Goals
Students will acquire and demonstrate listening, speaking, reading,
and writing skills at the introductory level of the target language
consistent with national standards for language education. Students
will also acquire and demonstrate knowledge of the culture and
practices associated with the target language.
Languages, Literatures and Cultures Placement (French,
German, Italian, Latin, and Spanish)
Ø
Students beginning to study a new language enroll in 101.
Ø
Students enrolling in a second language that they have
previously studied (whether in high school or college) will
be placed at the appropriate level based on previous
second-language courses and grades. Each student’s
advisement folder will contain written information that
specifies the level of the language in which they have been
placed.
Ø
Students who place in 210 and pass the course with a grade
of C or better will have completed USC Aiken’s languages
requirement.
Waiver of Languages, Literatures, and Cultures
Requirement for Bilingual Speakers
Students whose native language is other than English, and who have
scored either 500 on the paper-based or 173 on the computer-based
Test of English as a Foreign Language (TOEFL), are exempt,
without credit, from USC Aiken’s language requirement.
Tutoring Services
The department provides student-tutoring services for introductory
French, German, and Spanish classes. For more information, contact
the Department of Languages, Literatures and Cultures.
Minor in Spanish
Prerequisites
ASPA 210 Intermediate Spanish or by placement
Language Component ........................................................................ 6
ASPA 316 Conversation and Composition
ASPA 317 Advanced Spanish Conversation and
Composition
Culture Component ........................................................................... 6
ASPA 303 Latin American Culture and Civilization
ASPA 319 Spanish Peninsular Culture and Civilization
Literature Component ....................................................................... 3
EITHER ASPA 320 Survey of Latin American
Literature, or
ASPA 321 Survey of Latin American Literature II, or
ASPA 340 Survey of Peninsular Literature
Spanish Elective ................................................................................... 3
Any Spanish course numbered 300 and above, including ASPA 388
Total hours required ......................................................................... 1 8
Add-On Teacher Certification in Spanish
Students can earn certification in Spanish through the “add-on”
certification process. Initially certified individuals who complete 18
hours of electives in Spanish (210 and above) and pass the content
area of the PRAXIS II exam can qualify for certification in Spanish.
Students should consult with the Spanish program coordinator or the
Dean of the School of Education concerning specific requirements
for add-on certification in Spanish.
Course Descriptions
Languages, Literatures, and Cultures
The department encourages exempt students to use electives to
pursue other language and cultural studies.
Introductory language courses are sequential (101, 102, 210); each
lower numbered course is a prerequisite for the next one in the
sequence. For entrance into any course except 101, the student must
have taken the previous course or have placed into that level. It is
not permissible for a student to enroll in one of the above courses
with a lower number than any other course in that language which
the student has successfully completed with a grade of C or better.
(For example, enrolling in 101 after completing 102 with a grade of
C or better will not be allowed.)
The Language Learning Center
Courses taught in translation (such as AFRE 388, AFRE 398, AGER
398, or ASPA 388) do not have a language prerequisite and cannot be
used to satisfy the language requirement.
English-speaking students who document or certify native or nearnative proficiency in a language other than English are also exempt,
without credit, from this requirement.
All exemptions must be approved by the Chair of the Languages,
Literatures, and Cultures Department and the department/school
head of the student’s degree program.
The Language Learning Center supports the integration of technology into language instruction and linguistic acquisition. Through
methods such as aural-oral programs, video, and internet access, the
Language Learning Center provides students with opportunities to
acquire, develop, and practice effective communicative skills and to
gain insight into and appreciation of diverse cultures and peoples.
Students use the center to complete homework assignments and class
projects.
The Language Learning Center is located in the Humanities and
Social Sciences Building (Room 107) with open hours posted each
semester.
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French (AFRE)
AFRE 101
Beginning French. (4) (Prereq: Open to students
who have not studied French previously or who place
into this course) Study of the fundamentals of the
language to develop an ability to read, write, speak,
and understand spoken French at the most basic level
as well as to be aware of cultural contexts.
AFRE 102
AFRE 210
Continuing French. (4) (Prereq: C or better in
AFRE 101 or by placement) Continuation of
Beginning French with more intense practice in
reading, writing, understanding and analyzing spoken
French at the ACTFL-recommended novice high
level. Knowledge of culture, traditions, and customs
of the regions where French is spoken will also be
included.
Intermediate French. (4) (Prereq: C or better in
AFRE 102 or by placement) Students will develop
proficiency in French at the Intermediate High level
or above through the use and intense practice of
multiple linguistic skills. Among these skills are
sustaining and concluding a conversation in French
on controversial topics, debating opinions, writing
analytical paragraphs based on a movie and/or a
newspaper article, and understanding native speech
articulated at the normal pace. Emphasis will also be
placed on knowledge of the cultural constructs in
which French is spoken as well as on the geographic
region in which this language is spoken.
AFRE 300
Conversation and Composition. (3) (Prereq:
AFRE 210 or by placement) Intensive oral-aural
practice in conversational French with emphasis on
spontaneous discourse in French, on pronunciation
and fluidity, on critical analysis and interpretation of
short monographic texts in French and on the
techniques of writing basic compositions, utilizing
diverse tenses and advanced vocabulary.
AFRE 301
Advanced Conversation and Composition. (3)
(Prereq: AFRE 210 or by placement) Intensive study
of conversations and written French using the multiskills approach and on the techniques of writing
extemporaneous, anecdotal, humorous, descriptive
and controversial compositions using expanded
vocabulary and advanced tenses and moods in French.
AFRE 302
AFRE 303
French Culture and Civilization. (3) (Prereq:
AFRE 300 or 301, or permission of instructor)
Intensive study of the cultures and civilization of
France from the Gauls, Romans, and Gallo-Roman
civilization to the varied cultures which have
combined to form modern France. Study of France’s
economic power, technological achievements,
diplomatic presence, art, music, literature, film and
cuisine, and its role in the evolving European union.
Appreciation of the contemporary international
influence of France in the economic, technical,
diplomatic and artistic realms.
Francophone Culture and Civilization. (3)
(Prereq: AFRE 300 or 301, or permission of
instructor) Intensive study of the cultures and
civilizations of the francophone world, concentrating
on the evolution of diverse cultures and their impact
on present-day France. Exploration and discussion
of the hybrid cultures which have evolved in these
diverse areas resulting from the contact between the
indigenous populations and the French settlers,
French education and social structure. A comparison
between Haiti, the world’s first Black republic, and
other Caribbean islands which have remained part of
France with African countries which emerged in the
last fifty years. The development in North Africa
(e.g. Algeria) of an original culture melding Berber,
Roman, Arabic and French influences, with reference
to Algerian history, music, art and literature, as well
as its contemporary impact on French culture.
French communities in Louisiana, New England and
Canada with an introduction to the study of Cajun/
Creole French and its concomitant influence on the
contemporary culture (food, music, art, etc.) of
Louisiana and the rest of the U.S.
AFRE 305
Survey of French Literature. (3) (Prereq: AFRE
300 or 301, or permission of instructor) Reading,
discussion, study and analysis of selected
representative literature from French writers from
the Middle Ages up to the present. Special attention
will be given to the development of critical skills for
literary analysis.
AFRE 306
Survey of Non-Western French Literature. (3)
(Prereq: AFRE 300 or 301, or permission of
instructor) Reading, discussion, and study of selected
representative literature by French-language writers.
Focus on the writings and cultures of the French
Caribbean, French West Africa, North Africa,
Southeast Asia and the Indian Ocean - countries such
as Algeria, Tunisia, Senegal, Mali, the Democratic
Republic of the Congo, Vietnam, Martinique, and
Guadeloupe.
AFRE 307
Women in France and the Francophone World.
(3) (Prereq: AFRE 300 or 301, or permission of
instructor) Study of the role of women in France
from the Middle Ages to the present and in the
Francophone world of independent, mostly thirdworld French-speaking communities, as reflected in
selected writings, films and music, as well as relevant
magazine articles and press reports, by and about
women. Discussion of the political, economic and
social status of women, conflicts between
modernization and tradition, empowerment and
subservience, autonomy and community, patriarchy
and equality.
AFRE 388
Selected Non-Western Topics in Translation. (3)
(Prereq: AEGL 102) Intensive study of selected
topics of the non-Western French-speaking world
(Africa, Asia, the Caribbean), with specific topics
announced for each offering of the course. May be
repeated with permission of instructor. Cannot be
used to satisfy the language requirement. No previous
knowledge of French necessary. (Satisfies the nonWestern world studies requirement.)
AFRE 397
The French Film Experience. (3) An introduction
to the rich and varied French cinema with emphasis
on the New Wave, film noir, historical, epic and
psychological drama. Will also consider recent
experiments in post-modern, absurd or fantasy
movies of the last decade. Includes one or more
films from Africa. Films will be in French with
English subtitles. Taught in English. No prior
knowledge of French required.
AFRE 398
Selected Topics in Translation. (1-4) (Prereq:
AEGL 102) Intensive studies in selected authors or
literary movements of France and the Frenchspeaking world, with specific topics announced for
each semester/year. May be repeated for credit with
permission of instructor.
AFRE 399
Independent Study. (1-6) (Prereq: permission of
instructor)
German (AGER)
AGER 101
Beginning German. (4) (Prereq: Open to students
who have not studied German previously or who
place into this course) Study of the fundamentals of
the language to develop an ability to read, write,
speak, and understand spoken German at the most
basic level as well as to be aware of cultural contexts.
65
AGER 102
AGER 210
Continuing German. (4) (Prereq: C or better in
AGER 101 or by placement) Continuation of
Beginning German with more intense practice in
reading, writing, understanding and analyzing spoken
German at the ACTFL-recommended novice high
level. Knowledge of culture, traditions, and customs
of the regions where German is spoken will also be
included.
Intermediate German. (4) (Prereq: C or better in
AGER 102 or by placement) Students will develop
proficiency in German at the Intermediate High level
or above through the use and intense practice of
multiple linguistic skills. Among these skills are
sustaining and concluding a conversation in German
on controversial topics, debating opinions, writing
analytical paragraphs based on a movie and/or a
newspaper article, and understanding native speech
articulated at the normal pace. Emphasis will also be
placed on knowledge of the cultural constructs in
which German is spoken as well as on the geographic
region in which this language is spoken.
AGER 300
Conversation and Composition. (3) (Prereq:
AGER 210 or by placement) Intensive oral-aural
practice in conversational German with emphasis on
spontaneous discourse in German, on pronunciation
and fluidity, on critical analysis and interpretation of
short monographic texts in German and on the
techniques of writing basic compositions, utilizing
diverse tenses and advanced vocabulary.
AGER 301
Advanced German Conversation and
Composition. (3) (Prereq: AGER 210 or by
placement) Intensive study of conversation and
written German using the multi-skills approach and
on the techniques of writing extemporaneous,
anecdotal, humorous, descriptive and controversial
compositions using expanded vocabulary and
advanced tenses and moods in German.
AGER 303
German Culture and Civilization. (3) (Prereq:
AGER 300 or 301, or consent of instructor)
Intensive study of the Germanic cultures and
civilizations, concentrating on the evolution of High
and Low German; the development of the conditions
that led to the downfall of the Berlin Wall; the
current immigration into Germany by a variety of
people, particularly from East Germany; worldchanging issues like the Holocaust; and the current
and traditional impact of German economic power
on other European countries and on the USA.
AGER 305
Survey of German Literature. (3) (Prereq: AGER
300 and 301, or by placement) Reading, discussion,
study and analysis of selected representative
literature from German writers beginning from
Middle Ages up to the present. Special attention will
be given to the development of critical skills for
literary analysis.
AGER 395
Selected Topics. (1-4) (Prereq: AGER 103, or
permission of instructor, or by placement exam)
Intensive study of selected topics of German and the
German-speaking world, with specific topics
announced for each offering of the course.
AGER 397
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German Film. (3) (Prereq: AEGL 102) The course
investigates how post WWII German filmmakers deal
with the Nazi past and the Third Reich. In addition,
films by the most important contemporary German
filmmakers (Fassbinder, Schloendorff, Herzog,
Wenders, etc.) will be analyzed. Films will be in
German with English subtitles or dubbed. Taught in
English. No prior knowledge of German is required.
Satisfies the humanities requirement.
AGER 398
Selected Topics in Translation. (1-4) (Prereq:
AEGL 102) Intensive studies in selected authors or
literary movements of the German speaking
countries. Specific topics to be announced each
semester/year. May be repeated with permission of
instructor.
AGER 399
Independent Study. (1-6) (Prereq: permission of
instructor)
Italian (AITL)
AITL 101
Beginning Italian. (4) (Prereq: Open to students
who have not studied Italian previously or who place
into this course) Study of the fundamentals of the
language to develop an ability to read, write, speak
and understand spoken Italian at the most basic level
as well as to be aware of cultural contexts.
AITL 102
Continuing Italian. (4) (Prereq: C or better in
AITL 101 or by placement) Continuation of
Beginning Italian with more intense practice in
reading, writing, understanding and analyzing spoken
Italian at the ACTFL-recommended novice high
level. Knowledge of culture, traditions, and customs
of the regions where Italian is spoken will also be
included.
Latin (ALAT)
ALAT 101
Beginning Latin. (4) (Prereq: Open to students
who have not studied Latin previously or who place
into this course) Study of the fundamentals of the
language at the most basic level with an emphasis on
reading Latin as well as enriching one’s English
vocabulary and examining the cultural context of
Latin (e.g., Roman way of life, art, architecture,
history, literature, etc.). The evolution of modern
European languages from Latin will also be studied.
ALAT 102
Continuing Latin. (4) (Prereq: C or better in
ALAT 101 or by placement) Continuation of
Beginning Latin with more intense practice in
reading, writing, understanding and analyzing Latin at
the ACTFL-recommended novice high level.
Knowledge of culture, traditions, and customs of the
regions where Latin was developed will also be
included.
ALAT 210
Intermediate Latin. (4) (Prereq: C or better in
ALAT 102 or by placement) Students will develop
proficiency in Latin at the Intermediate High level
or above through the use and intense practice of
multiple linguistic skills. Emphasis will also be placed
on knowledge of the historical constructs in which
Latin was used and on the geographic regions in
which this language was developed.
Spanish (ASPA)
ASPA 101
Beginning Spanish. (4) (Prereq: Open to students
who have not studied Spanish previously or who
place into this course) Study of the fundamentals of
Spanish to develop an ability to read, write, speak,
and understand spoken Spanish at the most basic
level as well as to be aware of cultural contexts.
ASPA 102
Continuing Spanish. (4) (Prereq: C or better in
ASPA 101 or by placement) Continuation of
Beginning Spanish with more intense practice in
reading, writing, understanding and analyzing spoken
Spanish at the ACTFL-recommended novice high
level. Knowledge of culture, traditions, and customs
of the regions where Spanish is spoken will also be
included.
ASPA 210
Intermediate Spanish. (4) (Prereq: C or better in
ASPA 102 or by placement) Students will develop
proficiency in Spanish at the Intermediate High level
or above through the use and intense practice of
multiple linguistic skills. Among these skills are
sustaining and concluding a conversation in Spanish
on controversial topics, debating opinions, writing
analytical paragraphs based on a movie and/or a
newspaper article, and understanding native speech
articulated at the normal pace. Emphasis will also be
placed on knowledge of the cultural constructs in
which Spanish is spoken as well as on the geographic
regions in which this language is spoken.
ASPA 314
Spanish for Public Service. (3) This course
develops oral and aural proficiency in public servicerelated interactions where Spanish is the principal
means of communication through practical situations
and role-playing. The course studies multicultural
awareness and understanding of Latino attitudes.
May be taught as a ten to twelve day immersion
course during the regular semester, including
Maymester, or during the summer or spring breaks.
Cannot be used to fulfill second-language
requirements.
ASPA 315
Spanish for Business and Finance. (3) Study of
grammar, culture and specialized vocabulary that
professionals in business, commerce and finance will
need to be able to communicate effectively with the
Latino community, in and out of the United States,
as they fulfill their daily work-related obligations.
The course will emphasize communicative skills in
the Spanish language and will include a variety of
pedagogical strategies, such as personalized questions,
cultural role-play, translation and interpretation
exercises and technology-based activities all designed
to enhance the participant’s knowledge of functional
Spanish for business. May be taught as a ten to
twelve day immersion course during the regular
semester, including Maymester, or during the summer
or spring breaks. Cannot be used to fulfill second
language requirements.
ASPA 316
Conversation and Composition. (3) (Prereq:
ASPA 210 or by placement) Intensive oral-aural
practice in conversational Spanish with emphasis on
spontaneous discourse in Spanish, on pronunciation
and fluidity, on critical analysis and interpretation of
short monographic texts in Spanish, and on the
techniques of writing basic compositions, utilizing
diverse tenses and advanced vocabulary.
Spanish for Medical Personnel. (3) This course
will enable pre-med students, nurses, doctors and
other health-care professionals to communicate
effectively with the Latino patient, in and out of the
United States, in the course of their daily work. The
course will prioritize communicative skills in Spanish
through the use of diverse and contemporary secondlanguage acquisition pedagogy, including personalized
questions/answers, focused role-play, translation and
interpretation exercises and technology-based
activities. May be taught as a ten to twelve day
immersion course during the regular semester,
including Maymester, or during the summer or spring
breaks. Cannot be used to fulfill second language
requirements.
ASPA 317
Advanced Spanish Conversation and
Composition. (3) (Prereq: ASPA 210 or by
placement) Intensive study of conversation and
written Spanish using the multi-skills approach and
the techniques of writing extemporaneous, anecdotal,
humorous, descriptive and controversial
compositions using expanded vocabulary and
advanced tenses and moods in Spanish.
ASPA 318
Spanish Linguistics. (3) (Prereq: any ASPA 300
level course) Introduction to Spanish linguistics.
Emphasis on phonology, pronunciation, semantics
and syntax. The historical, regional and social
variations of the Spanish language and their practical
and global applications will be studied and analyzed.
Spanish for Teachers. (3) This course will present
to elementary and secondary student-teachers and
regular full-time teachers specialized vocabulary,
grammar and cultural information that will allow
them to communicate effectively with the Latino
students and their parents in the course of their
interaction. This course will emphasize
communicative skills and realistic role-playing
activities that will focus on everyday classroom
ASPA 319
Spanish Peninsular Culture and Civilization.
(3) (Prereq: ASPA 316 and 317, or by placement)
Study of the different cultures of Spain, beginning
with the Iberian tribes and continuing with the
Romans, the Visigoths, the Arabs and up to the
contemporary culture and civilization. Study of the
impact that these different cultures have on Spanish
traditional and contemporary culture. Study of the
classical and contemporary art of Spain and its major
national and international influences.
ASPA 303
Latin American Culture and Civilization. (3)
(Prereq: ASPA 316 and 317, or by placement) Study
of the religious, historical, political, social and
economic organizations of the three important preColombian tribes and an analysis of the impact that
these cultural entities have had on contemporary
Latin American Culture and Civilization. Study of
the cultural changes caused in Latin America by the
conquest. Study of the impact of western capital
investments on Latin America and finally, an analysis
of current Latin American-USA relationships,
emphasizing historical and contemporary US military
interventions in Latin America. Satisfies the NonWestern world studies requirement.
ASPA 308
Art, Literature and Film of U.S. Latinos. (3)
(Prereq: ASPA 316 and 317, or consent of instructor)
Reading, study and analysis of selected visual art,
literature and film by US Latinos from the many
Latino communities of the USA, such as Dominicans,
Puerto Ricans, Mexicans and Cubans. Emphasis will
be placed on contemporary representative works of
each of the above genres and on discussions and
analysis of the selected works.
ASPA 312
ASPA 313
vocabulary, on social/personal situations that
enhance the learning environment and on familial
constructs that address the issue of communication
between the teacher and the Latino student. May be
taught as a ten to twelve day immersion course during
the regular semester, including Maymester or during
the summer or spring breaks. Cannot be used to
fulfill second language requirements.
67
ASPA 320
Survey of Latin American Literature. (3)
(Prereq: ASPA 316 or 317, or by placement) Reading,
discussion and study in all literary genres of selected
representative works of Latin American writers,
beginning from the pre-Columbia period up to the
late nineteenth century. Special emphasis will be
given to the development of critical skills for literary
analysis.
ASPA 321
Survey of Latin American Literature II. (3)
(Prereq: ASPA 316 and 317, or by placement)
Reading, discussion, and study of selected
representative works of Latin American writers,
beginning from the late nineteenth century up to the
present. Special emphasis will be given to the
development of critical skills for literary analysis.
ASPA 340
ASPA 380
ASPA 388
ASPA 397
Survey of Peninsular Literature. (3) (Prereq:
ASPA 316 or 317, or by placement) Reading,
discussion and study in all literary genres of selected
representative works of Spanish Peninsular literature,
beginning from the Middle Ages up to the present.
Special emphasis will be given to the development of
critical skills for literary analysis.
Hispanic Cultures and Identities. (3) (Prereq:
AEGL 102) Taught in English. Course explores the
development of contemporary Latin American
worldviews and identity by focusing on the various
contributions of indigenous, European, and African
peoples to the sense of identities and cultural
traditions in the Americas. This course does not
apply towards a Spanish minor. Cannot be used to
satisfy the language requirement. (Satisfies the nonWestern world studies requirement.)
Selected Non-Western Topics in Translation. (14) (Prereq: AEGL 102) Taught in English. An
intensive, critical study of selected topics in
literature, culture, and civilization. Topics will
address primarily Latin American issues. Specific
topics will be announced each semester. May be
repeated with permission of instructor. Cannot be
used to satisfn language requirement. (Satisfies the
non-Western world studies requirement.)
Hispanic Film. (3) (Prereq: AEGL 102) The course
will be taught in English and the films will have
English subtitles. An introduction to Hispanic film
with emphasis on its artistic, social, political, and
cultural contexts. Students will analyze a variety of
classic and contemporary films from Latin America,
Spain, and the United States. (Satisfies the nonWestern world studies requirement)
ASPA 498
Selected Topics. (1-4) (Prereq: ASPA 309 or
permission of instructor) An intensive study of
selected topics in literature, language, culture,
civilization and theory. Specific topics will be
announced each semester.
D E PA RT M E N T OF HISTO RY ,
POLITICAL SCIENCE,AN D PHILOSOPHY
Valdis O. Lumans, Department Chair
Professors
Robert E. Botsch (Political Science), Ph.D., University of North
Carolina at Chapel Hill, 1977, Carolina Trustee Professor,
John and Mary P. Grew Chair in American Studies
William S. Brockington, Jr. (History), Ph.D., University of South
Carolina, 1975
Elaine Lacy (History), Ph.D., Arizona State, 1991, Strom Thurmond
Chair in Political Science or History
Valdis O. Lumans (History), Ph.D., University of North Carolina at
Chapel Hill, 1979, Carolina Trustee Professor, Cleora Toole
Murray Chair in History
Associate Professor
Carol Botsch (Political Science), Ph.D., University of South
Carolina, 1988
Assistant Professors
Rebecca N. Brannon (History), Ph.D., University of Michigan, 2007
Roger A. Deal (History), Ph.D., University of Utah, 2006
David Dillard-Wright (Philosophy), Ph.D., Drew University, 2007
Steven P. Millies (Political Science), Ph.D., Catholic University of
America, 2003
Maggi M. Morehouse (History), Ph.D., University of CaliforniaBerkeley, 2001
Thomas J. Wood (Political Science), Ph.D., Tufts University, 2005
Lecturers
Robert P. Anzuoni (History), M.A., University of Massachusetts,
1993
Joseph C. Elliott (History), M.A., Appalachian State University,
1970
Alexia J. Helsley (History), M.A., University of South Carolina,
1974
Terry A. Roof (Religion), M.Div., Erskine, 2006
ASPA 399
Independent Study. (1-6) (Prereq: permission of
instructor)
ASPA 426
Afro-Hispanic Literatures. (3) (Prereq: ASPA
311) The course is an interdisciplinary approach to
the confluence of African and Hispanic cultures in
the Caribbean and continental regions. Readings and
discussion of works in their cultural, historical,
literary, and socio-economic context. (Satisfies the
non-Western world studies requirement).
James O. Farmer (History), Ph.D., University of South Carolina,
1982
Girma Negash (Political Science), Ph.D., University of Colorado,
1982
W. Calvin Smith (History), Ph.D., University of North Carolina at
Chapel Hill, 1971
ASPA 488
Selected Non-Western Topics. (1-4) (Prereq:
ASPA 316 or ASPA 317, or permission of instructor)
An intensive study of classical and contemporary
Latin American topics in language, literature, literary
theory, and culture and civilization. Topics will be
announced in advance. (Satisfies the non-Western
world studies requirement.)
Professors Emeriti
68
Distinguished Professors Emeriti
George Bowdler (Political Science), Ph.D., University of South
Carolina, 1974
Blanche Premo-Hopkins (Philosophy), Ph.D., Marquette University,
1974
Department Mission Statement - History Program
The History Program, an exclusively undergraduate program leading
to the BA degree, supports the USCA mission as written on page 1 of
the USCA Bulletin and is designed to achieve these goals. In addition
we have accepted as our specific mission the following : 1)
Contribute to the humanistic, liberal education of all USCA students;
2) prepare History majors to meet program requirements and
ultimately receive the BA degree in History; 3) provide auxiliary
services for other disciplines (e.g., history courses as electives,
cognates, minors and other curriculum requirements); 4) contribute
to the overall development of the USCA academic community
through faculty services activities; 5) contribute academic and
scholarly expertise to the Aiken community and beyond. Our
faculty strives to fulfill its mission primarily through instruction,
research, and service, in particular the emphasis on pursuit of
academic excellence.
History majors may take up to 9 hours of independent study in
history that will count towards the major and 6 hours in other
disciplines for a maximum 15 hours of independent studies.
1.
Curricula
In order to be awarded a bachelor’s degree with a major in History or
a major in Political Science, students must complete the basic
requirements listed below and specific major requirements. The basic
requirements include general education requirements (page 31,
“Academic Regulations”) and either a minor (18 hours) in a
discipline other than the major discipline, or a cognate (12 hours),
consisting of advanced courses in at least two different disciplines
related to the student’s major interest. Political Science and History
majors who either have a completed degree in another field, or are
working on another degree concurrently, or have declared a double
major, are not required to have a minor or cognate as a requirement
for graduation. All course work counting towards the major, minor or
cognate must be completed with at least a C grade. Courses in which
a grade less than C is made may be repeated. Electives, courses not
counting towards the general education requirements, major
requirements, or either the minor or cognate, should be chosen to
provide the student with the broadest possible education. Developmental courses will not count toward the 120 hour requirement for a
bachelor’s degree in this department. The maximum number of credit
hours for activities courses accepted for credit towards a Political
Science or a History degree is four. The department chair will
determine the applicability of all transfer courses towards degrees
granted in the department. Transfer students working towards a
degree in History or Political Science must take a minimum of 12
hours of major requirement courses at USCA. It is the student’s
responsibility to plan a suitable course of study for her/his goals and
to consult frequently with a major advisor as to the selection of
courses. Each student is responsible for ensuring completion of all
degree requirements and compilation of records of course work.
Bachelor of Arts—Major in History
To fulfill the Bachelor of Arts degree requirements in History a
student must successfully complete at least 120 credit hours in
academic subjects. All candidates for the degree of Bachelor of Arts
with a major in History must satisfy a set of general education
requirements, listed below, which are designed to prevent any student
from adopting too narrow an academic focus. In addition to these
requirements the student must choose to pursue either a minor or a
cognate. As a major requirement the student must take 31 hours of
history courses numbered 300 or above.
AHST 300 should be taken as soon as possible after a history major
attains sophomore status (30 hours).
History Honors Recognition: Senior History majors (90 hours or
more) will be considered, by the department, as a “History Honors
Major,” upon completion of the Senior Honors Thesis, AHST 500,
with the grade of B or higher. See the description of AHST 500 for
prerequisites and conditions. AHST 500 may be included as one of
nine 300 level and above courses (27 hours) required of History
majors.
General Education Requirements .................................. 56-58
A.
Skills and Competencies 1 ......................................... 21-23
English 101 and 1022 ............................................................ 6
Composition/Composition and Literature
Math/Statistics/Logic3 ........................................................... 6
Applied Speech Communication4 ........................................ 3
Languages5 ........................................................................... 6-8
B.
Methods and History of Disciplines 6 ........................... 3 5
Natural Sciences ..................................................................... 8
Biology, Chemistry, Physics,
Geology, Astronomy (2 labs)
Social and Behavioral Sciences (at least two areas) ........... 9
Psychology, Sociology, Anthropology,
Economics, Political Science, Geography
Humanities7 (at least two areas) ......................................... 1 2
Philosophy (not logic),
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
History of Civilization (AHST 101 or AHST 102) .......... 3
American Political Institutions ........................................... 3
(APLS 201, AHST 201, or AHST 202)
2.
Major Requirements ............................................................ 3 1
AHST 300 Scope and Methods of History ......................... 4
History courses 300-level and above ................................ 2 7
The 27 hours must be distributed as follows8:
United States History ............................................. 3-15
European ................................................................. 3-15
Non-Western ........................................................... 3-15
3.
Cognate or Minor ............................................................ 12-18
Cognate ................................................................................. 1 2
Minor .................................................................................... 1 8
4.
Free Electives .................................................................... 13-21
Total hours required 6 ...................................................................... 120
1
For undergraduate writing proficiency, see Proficiency Portfolio in
Writing described on page 46.
2
Students must complete English 101 with a grade of C or better in
order to fulfill general education requirements. Students must also
complete AEGL 102 with a grade of C or better in order to fulfill
general education requirements and before taking other English
courses.
3
AMTH 221 and AMTH 222 cannot be used for General Education
math credit EXCEPT by students graduating with degrees in
Elementary, Early Childhood or Special Education.
4
The following are considered Applied Speech Communication
courses: ACOM 201, ACOM 241, and ACOM 342.
5
Two (2) semesters of the same language. See degree program
requirements for Language study.
6
At least 3 hours must be in non-Western world studies, unless an
approved non-Western world studies course has been completed
elsewhere in the student’s degree program.
7
For a list of courses that will meet the Humanities general
education requirement, see page 31.
8
The department will determine the field of any course whose
subject is general in nature and does not clearly fit any of the three
fields.
69
Minor in History
2.
All courses must be 200-level or higher
Requirements:
U.S. History .............................................................................................. 6
Non-U.S. History ..................................................................................... 6
Any area of History (student’s choice) ................................................. 6
Total hours required ......................................................................... 1 8
Department Mission Statement - Political Science
Program
Option #2: Campaign Management and Elections:
Four of the following Political Science courses .............. 1 2
APLS 321, 322, 340, 345, 352, 368, approved 399, 431,
458, 461, 463, approved 493 or 494 courses, and for
those who qualify, an approved APLS 500 - Senior Honors
Thesis 8.
The Political Science Program, an exclusively undergraduate
program leading to the BA degree, supports the USCA mission as
written on page 1 of the USCA Bulletin and is designed to achieve
these goals. In addition we have accepted as our specific mission the
following: 1) Contribute to the humanistic, liberal education of all
USCA students; 2) prepare Political Science majors to meet program
requirements and ultimately receive the BA degree in Political
Science; 3) provide auxiliary services for other disciplines (e.g.,
Political Science courses as electives, cognates, minors, and other
curriculum requirements); 4) contribute to the overall development
of the USCA community through faculty service activities; 5)
contribute academic and professional expertise to the Aiken
community and beyond. The faculty strives to fulfill its mission
primarily through instruction, research, and service, and especially
the pursuit of academic excellence.
Political Science Honors Recognition: Senior Political Science
majors (90 hours or more) will be considered by the department as a
“Political Science Honors Major, “ upon completion of the Senior
Honors Thesis, APLS 500, with the grade of B or higher. See the
description of APLS 500 for prerequisites and conditions. APLS 500
will be included as one of five electives, either in Option #1 or
Option #2 below.
Bachelor of Arts—Major in Political Science
All candidates for the Bachelor of Arts degree with a major in
Political Science must complete 120 credit hours of academic work,
including the general education requirements listed below (56-58
hours), either a minor (18 hours) or a cognate (12 hours) (refer to
description of minor and cognate under History requirements), and
the following major requirements:
1.
70
General Education Requirements .................................. 56-58
A.
Skills and Competencies 1 ......................................... 21-23
English 101 and 1022 ............................................................ 6
Composition/Composition and Literature
Math/Statistics/Logic3 ........................................................... 6
Applied Speech Communication4 ........................................ 3
Languages5 ........................................................................... 6-8
B.
Methods and History of Disciplines 6 ........................... 3 5
Natural Sciences ..................................................................... 8
Biology, Chemistry, Physics,
Geology, Astronomy (2 labs)
Social and Behavioral Sciences (at least two areas) ........... 9
Psychology, Sociology, Anthropology,
Economics, Political Science, Geography
Humanities7 (at least two areas) ......................................... 1 2
Philosophy (not logic),
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
History of Civilization (AHST 101 or AHST 102) .......... 3
American Political Institutions ........................................... 3
(APLS 201, AHST 201, or AHST 202)
Major Requirements ............................................................... 3 7
Common Core:
APLS 101 or 103, and 110, 201, 301 ............................. 1 3
American Government 300 level or above ....................... 3
International Relations/Comparative Politics above 300
level ........................................................................................ 3
Political Theory 300 level or above .................................. 3
Public Administration 300 level or above ......................... 3
Option #1: Comprehensive Political Science:
Any Political Science 300 level or above ....................... 1 2
For those who qualify, an approved APLS 500 - Senior
Honors Thesis8.
Option #3: International Service:
Four of the following Political Science courses: ............. 1 2
APLS 315, 316, 320, 330, 340, 345, 385, 487, 488, or
approved 492, 493 or 494 courses, and for those who
qualify, an approved APLS 500 - Senior Honors Thesis8.
Option #4: Public Service:
Four of the following Political Science courses .............. 1 2
APLS 322, 353, 370, 373, 374, 458, 471, 472, 473, 399
(approved Internship), or approved 493 or 494 courses,
and for those who qualify, an approved APLS 500 - Senior
Honors Thesis8.
3.
Cognate or Minor ................................................................ 12-18
Cognate .......................................................................................... 1 2
Minor ............................................................................................. 1 8
4.
Free Electives ......................................................................... 7-15
Total hours required 6 ..................................................................................................................... 120
1
For undergraduate writing proficiency, see Proficiency Portfolio in
Writing described on page 46.
2
Students must complete English 101 with a grade of C or better in
order to fulfill general education requirements. Students must also
complete AEGL 102 with a grade of C or better in order to fulfill
general education requirements and before taking other English
courses.
3
AMTH 221 and AMTH 222 cannot be used for General Education
math credit EXCEPT by students graduating with degrees in
Elementary, Early Childhood or Special Education.
4
The following are considered Applied Speech Communication
courses: ACOM 201, ACOM 241, and ACOM 342.
5
Two (2) semesters of the same language. See degree program
requirements for Language study.
6
At least 3 hours must be in non-Western world studies, unless an
approved non-Western world studies course has been completed
elsewhere in the student’s degree program.
7
For a list of courses that will meet the Humanities general
education requirement, see page 31.
8
Requires a 3.5 GPA in major courses and permission of instructor.
APLS 301 should be taken as soon as possible after a political
science major attains sophomore status (30 hours).
Political Science majors may take up to 9 hours of independent study
in Political Science that will count towards the major and 6 hours in
other disciplines for a maximum of 15 hours of independent study.
Minor in Political Science
Minor in Philosophy
Requirements:
APLS 101, 103, or 110. ......................................................................... 3
APLS 301 Scope and Methods of Political Science ............................ 4
American Government 300 level or above .......................................... 3
International Relations/Comparative Politics 300 level or above .... 3
Political Theory 300 level or above ..................................................... 3
Public Administration 300 level or above ............................................ 3
Requirements:
APHL 102 Introduction to Philosophy ............................................. 3
APHL 110 Introduction to Deductive Logic ..................................... 3
One of the following: ............................................................................ 3
APHL 302 Ancient Philosophy
APHL 303 17th and 18th Century Philosophy and Science
APHL 304 19th and 20th Century Philosophy
Three additional courses: ...................................................................... 9
Any courses with the APHL acronym
No more than two of the following courses:
APLS 320 Introduction to Political Theory
APLS 321 Sexual Politics and Political Theory
APLS 322 American Political Theory
APSY 300 History and Systems of Psychology
ASCY 496 Sociological Theory
Total hours required ......................................................................... 1 9
International Studies
Minor in International Studies
Requirements:
Humanities
(one of the following is required): ....................................................... 3
AARH 105, 106, 312 or 397
A non-US literature course above the 200 level
AHUM 201 Peace Studies
ACOM 450 Intercultural Communication
Language 200 level or greater
Anthropology/Geography/Sociology
(two of the following are required): ..................................................... 6
AANP 102 Understanding Other Cultures or
upper level cultural anthropology course
AGRY 101 Geography of the Developed World,
or AGRY 102 Geography of the Developing World,
or other non-US geography course
ASCY 310 Social Demography or
ASCY 315 World Population Problems
International History: ........................................................................... 3
Any non-US History above the 300 level
International Relations (two of the following are required): ........... 6
APLS 101 Global Politics or APLS 103 Non-Western Politics
APLS 315 International Relations
APLS 316 Comparative Politics
APLS 487 Government and Politics of Africa
APLS 488 Government and Politics of Latin America
Total hours required ....................................................................... 1 8
Minor in International Relations
Requirements:
APLS 101 Global Politics or APLS 103 Non-Western Politics ...... 3
Five of the following courses are required: ....................................... 1 5
APLS 315 International Relations
APLS 330 International Organization
APLS 340 Conduct and Formulation of US Foreign Policy
APLS 316 Comparative Politics
APLS 487 Government and Politics of Africa
APLS 488 Government and Politics of Latin America
Total hours required ....................................................................... 1 8
Religious Studies
Several courses in religious studies are offered. Students
contemplating a major in Religious Studies can complete at least
their first two years at USCA. Students may include Religious Studies
as a concentration or component in the BIS degree.
Minor in Religious Studies
Requirements:
I. APHL 102 Introduction to Philosophy ..................................... 3
II. AREL 101, 103 ............................................................................. 6
III. One of the following courses: ..................................................... 3
AANP 352 Anthropology of Magic and Religion
AHST 341 Religion in America: A Historical Survey
AREL 301 Introduction to the Hebrew Bible
AREL 302 Introduction to Early Christian Writings
IV. Two additional courses selected from: ........................................ 6
AEGL 389 Classical Mythology
AEGL 425 Early America Literature
AHUM 201 Peace Studies
APHL 211 Contemporary Moral Issues
APHL 302 Ancient Philosophy
APHL 311 Ethics
AREL 390 Topics in Religious Studies
Any of the courses listed above in III not taken to
fulfill item III
Total hours required ....................................................................... 1 8
Course Descriptions
History (AHST)
AHST 101
Introduction to World Civilizations to 1750. (3)
A survey of the social, economic, cultural and
political development of the major world
civilizations of Europe, Asia, Africa, and the Western
Hemisphere from prehistory to ca. 1750.
AHST 102
Introduction to World Civilizations Since 1750.
(3) A survey of the social, economic, cultural and
political development of the major world
civilizations of Europe, Asia, Africa, and the Western
Hemisphere from ca. 1750 to present. (AHST 101
is not a prerequisite for AHST 102).
Total hours required ....................................................................... 1 8
Philosophy
Several courses in philosophy are offered. Students contemplating a
major in Philosophy can complete at least the first two years of a
standard curriculum at USCA and transfer to another college to
complete their degree. Students may include Philosophy as a
concentration or component of the BIS program.
71
AHST 201
AHST 202
AHST 300
History of the United States from Discovery to
1865. (3) A general survey of the history of the
United States from the era of discovery through the
Civil War, emphasizing major political,
constitutional, economic, social and intellectual
developments.
History of the United States from 1865 to the
Present. (3) A general survey of the history of the
United States from the Civil War to the present,
emphasizing major political, constitutional,
economic, social and intellectual developments.
(AHST 201 is not a prerequisite for AHST 202.)
Scope and Methods of History. (4) (Prereq:
Sophomore standing [30 hours] or permission of
instructor) A study of the historical method, methods
of research, sources, interpretations, and
bibliographies. Includes a laboratory. Required of all
history majors.
AHST 312
A Survey of British History since 1750. (3) A
survey of the political, economic, social and cultural
development of Britain from pre-Roman times to
the present.
AHST 313
Great Britain and the World. (3) A survey of the
impact of the British Empire upon world history,
1600 to the present. Emphasis will be on political,
economic and cultural exchanges and legacies.
AHST 319
The Birth of Europe. (3) A survey of the formation
and development of Europe from the 4th to 14 th
centuries. Emphasis upon the emergence of European
culture and the interaction between western Europe
and the Byzantine/Islamic East.
AHST 320
Early Modern Europe, 1300-1789. (3) A survey of
the dynastic, territorial states of Europe from the
Renaissance to the French Revolution.
AHST 321
Modern Europe. (3) A survey of the development
of the modern nation state from the French
Revolution to the present.
AHST 325
Modern Russia. (3) A survey of the development of
Czarist Russia and the Soviet Union with emphasis
upon Russia from the time of Peter the Great.
AHST 326
Modern Germany. (3) A history of modern
Germany since the unification of 1871, covering the
Imperial Era, World War I, the Weimar years, the
Third Reich, World War II and contemporary
Germany.
AHST 329
History of Modern Eastern Europe. (3) The
political, economic, and cultural development of
Eastern Europe from earliest times to the present.
AHST 330
Colonial America. (3) The European migration to
America, the founding of the English colonies, the
major aspects of colonial life, society, customs and
institutions in the 17th century and the developing
maturity and transformation of the colonies in the
18th century.
AHST 331
The American Revolutionary Era. (3) The
background, causality and unfolding of the
Revolutionary Era, the course of the War for
Independence, the establishment of the
Confederation and the Constitution, and the early
development of the new nation to 1815.
AHST 332
The South, the Sections and the Nation, 18151850. (3) The political, economic and cultural
development of the United States in the antebellum
72
era, focusing on the interaction of the sections and
the forces that made each distinctive, with emphasis
on the South.
AHST 334
The Era of Civil War and Reconstruction, 18501877. (3) The political, military and social history of
the Civil War era and the reorganization in the
United States which followed the war.
AHST 335
Emergence of Modern America, 1877-1920. (3) A
survey of late nineteenth-century and early
twentieth-century United States history with
emphasis on the economic, cultural, and resulting
political developments from the end of
Reconstruction through 1920.
AHST 338
Contemporary United States. (3) A history of the
United States from the New Deal to the present.
Emphasis is placed on social-cultural, economic,
military, and political changes resulting from the New
Deal, World War II, and the Cold War.
AHST 340
Life and Thought in American History. (3) A
survey of the major ideas, attitudes, values and other
cultural forces that have shaped the United States
from colonial times to the present.
AHST 341
Religion in America: A Historical Survey. (3) A
survey of the historical development of religion in
America from the Puritan experience through
contemporary religious pluralism.
AHST 345
Early Islamic Civilization. (3) A survey of the
Islamic world from its 7th Century beginnings to the
Mongol conquests of the early 15th Century. Covers
origins and spread of Islam, the political and cultural
evolution of the Umayyad and Abbasid states, and
developments in Islam beyond the Middle East.
AHST 346
The Ottoman Empire. (3) A survey of the Ottoman
Empire from 1299-1922. Examines the origins of
the Ottoman Empire and its expansion at the
expense of the Byzantine empire, the growth of the
Ottoman state to its position as the preeminent
Islamic Empire, its efforts to maintain its power in
its struggle with European imperialism, and its
collapse as a result of World War I.
AHST 347
The Modern Middle East. (3) The history of the
Middle East from World War I to the present.
Topics include European colonialism and postcolonialism, Zionism, nationalism, modernization
and Westernization, and modern Islamist political
movements.
AHST 351
South Carolina Heritage. (3) A survey of South
Carolina history from its Native American origins to
the present. Major topics include the context of its
founding, its maturation and “golden age,” its role in
the Revolution, internal divisions, including slavery,
and their resolution, conflicts with the federal
government and their climax in war and
reconstruction, the slow recovery from these
traumas, and the state’s gradual modernization.
AHST 361
Early Latin America: From European
Discoveries Through Independence. (3) The
establishment and consolidation of European empires
in Central and South America; the formation of
political, social, economic, and cultural traditions of
Latin America; the struggle for political
independence. Satisfies non-Western world studies
requirements.
AHST 362
AHST 366
Modern Latin America: From Independence to
the Present. (3) The consequences of independence;
the evolution of Latin America society, culture,
economy, and states since independence; the
problems of modernization and development from
the period of independence to the present. Satisfies
non-Western world studies requirements.
Modern East Asia. (3) A survey of the political,
social, and economic development of the four major
East Asian societies and civilizations, China, Japan,
Korea, and Viet Nam, from earliest times to the
present, with emphasis on the 19th and 20th centuries.
Satisfies non-Western world studies requirements.
AHST 385
Evolution of Warfare. (3) A history of tactics,
strategy, weapons and logistics from 500 B.C. to the
present.
AHST 386
War in the 20th Century. (3) A study of the 20th
century themes of nationalism, totalitarianism and
imperialism. Extensive use of documentaries and
feature films illustrate these themes.
AHST 399
Independent Study. (1-6) (Prereq: permission of
instructor) Directed independent project.
AHST 423
History of Mexico. (3) A survey of political, social
and economic aspects of Mexican history from preColumbian times to the present, with an emphasis on
modern Mexico. Satisfies non-Western world studies
requirements.
AHST 429
The Holocaust. (3) History of the Holocaust, from
early antecedents in biblical times, through the Shoah
itself, and up to the most current interpretations and
scholarship on this historical phenomenon.
AHST 430
U.S. Constitutional History to 1877. (3) A study
of United States Constitutional history from the
Colonial Period through Reconstruction with
emphasis on the background of the constitution, the
formation of the Union, and the increasing role of
the Supreme Court in early American History.
AHST 435
Survey of African-American History. (3) A
topical study of African-American history from
colonial times to the present.
AHST 436
Issues in African American History. (3) A
detailed examination of several issues in the history
of African Americans. This course is intended to
follow the more general survey of African American
history with in-depth readings of key primary and
secondary sources. Completion of AHST 435 is
recommended as a background but is not required.
AHST 447
The Arab-Israeli Conflict. (3) Examines the
historical origins and development of the current
conflict between Israel and the Arab countries,
particularly Palestine, from the beginning of political
Zionism in the late 19th Century to the present.
AHST 451
Issues in South Carolina History. (3) A detailed
examination of some of the forces, personalities and
events that have shaped South Carolina from its
founding in 1670 to the present. Completion of
AHST 351 is recommended as background.
AHST 452
History of the New South. (3) A study of the South
from Reconstruction through the Bourbon era,
agrarian revolt, industrial revolution, racial problems,
the impact of World Wars and New Deal to the
present.
AHST 464
History of Women in the United States. (3) The
social, political, and economic activities and roles of
women in the United States from early settlement to
the present.
AHST 492
Non-Western Topics. (3) Topics selected will
satisfy the non-Western world studies general
education requirements.
AHST 493, 494, 495 Topics in History. (3) Reading and study of
selected historical subjects. To be offered as a regular
lecture/discussion course on a “demand basis” only.
AHST 500
Senior Honors Thesis. (3) An individual research
and writing project under faculty supervision. Must
have senior standing; 3.0 overall GPA; 3.5 GPA in
history courses; permission of instructor.
AHST 599
Advanced Topics in History. (3-6) Reading and
research on selected historical topics. Course content
varies and will be announced in the schedule of classes
by suffix and specific title.
Political Science (APLS)
APLS 101
Global Politics. (3) A survey course of international
politics introducing the concepts and tools of the
field with exposure to the unfolding events of world
politics. The course will address major themes such as
nationalism, conflict and cooperation, international
security, global economic disparity, human rights,
sustainable development and ecological balance.
Satisfies non-Western world studies requirements.
APLS 103
Non-Western Politics. (3) An introductory
comparative politics course focusing on the
economically developing countries of the world.
Selected issues on the politics of socio-economic
transformation will be examined. Understanding the
enhanced by the political imagination of artists and
other representative voices. Satisfies non-Western
world studies requirements.
APLS 110
Introduction to Politics. (3) Concepts and
problems involved in the political relationship
among and between individuals, governments and
nations, and an overview of the tools used by
political scientists to study these changing political
relationships.
APLS 201
American National Government. (3) The
formation and development of the national
government, its organization and powers.
APLS 301
Scope and Methods of Political Science. (4)
(Prereq: Sophomore standing [30 hours] or
permission of instructor) Political Science: its subject
matter and methods of study, with particular
emphasis on the scientific method and survey
research. Includes a laboratory.
APLS 315
International Relations. (3) Required of all
international studies majors. A study of the major
political-diplomatic practices and ideas relevant to
international relations and foreign policy choices.
APLS 316
Comparative Politics. (3) Comparative approaches
to political systems, behavior, and institutions.
APLS 320
Introduction to Political Theory. (3) A study of
several major political theorists with different views
about human nature, justice, freedom and equality.
Emphasis is on understanding the strengths and
weaknesses of various positions in political thought,
and seeing how articular issues fit into a theoretical
framework.
73
APLS 321
APLS 322
APLS 330
APLS 340
APLS 345
APLS 352
APLS 353
Gender Politics and Political Theory. (3) This
course identifies major political factors which gave
rise to the women’s movement in the United States.
The course examines various schools of thought on
the development of feminist theory and how
feminism affects the lives of both genders in
contemporary politics and society.
American Political Theory. (3) An intensive study
of the American founding, emphasizing why our
government is structured as it is and the alternatives
that were considered. The second half looks at the
tension between freedom and equality, and the
character of American democracy through the
contemporary era.
International Organization. (3) An introduction
to the structure and functions of international
political and economic organizations. Particular
attention to the United Nations and its specialized
agencies, and to emerging regional communities.
Satisfies non-Western world studies requirements.
The Conduct and Formulation of United States
Foreign Policy. (3) An analysis of how
contemporary United States foreign policy is made
and conducted.
The Vietnam War: American Policy. (3) A
comprehensive view of the Vietnam War that
includes both background to the American
involvement in the conflict and what has happened
since the U.S. withdrew in 1975. Particular emphasis
on the interplay between popular culture (music,
movies, poems, novels, etc.) and U.S. policies; on the
Vietnamese perspectives of the conflict; and on the
policy decision making process.
Judicial Politics. (3) A study of the legal process
and judicial structure, judicial decision-making,
political influences on the legal system and the role
of the courts in our political system. Contemporary
issues used to explore the court’s role as policymaker and to observe evolution in the law.
Gender and the Law. (3) A study of case law which
affects gender roles and status in the areas of civil
rights, family, employment and sexuality. The
emphasis of the course is on the impact of law on
political, social, and private relations, and on the
potential of the law to stimulate change in these and
other areas.
APLS 368
Public Opinion, Interest Groups and Parties.
(3) An analysis of American public opinion including
how opinion is formed and influences public policies
through interest groups, parties and elections.
APLS 370
Introduction to Public Administration. (3) A
study of the basic principles and theory of
administrative structure, responsibility and control in
relation to policy-making in the modern state.
APLS 373
Women and Public Policy. (3) Examination of
how public policy affects women. A number of
policy areas will be covered, including both a
historical perspective and current issues. Focus is on
the United States.
APLS 374
Introduction to Public Policy. (3) Examination of
social, political and technical forces in policymaking. Various theories of public policy as well as
selected policy areas are covered. Current policy
issues will also be included and integrated into the
larger theories of decision-making.
74
APLS 385
Politics and the Arts. (3) A comparative
introduction of the political aspects of artistic
expressions through an overview of the roles of the
different art media as instruments of domination,
control, persuasion, protest, and liberation.
APLS 399A
Independent Study. (Political Science) (1-6)
(Prereq: permission of instructor) Directed
independent project.
APLS 399B
Independent Study. (International Studies) (16) (Prereq: permission of instructor) Directed
independent project.
APLS 431
Constitutional Law. (3) A study of the
development of Constitutional law from the
Reconstruction to the present with special emphasis
on the role of the Supreme Court regarding individual
rights and liberties.
APLS 458
South Carolina and State and Local Politics. (3)
Using South Carolina as a point of departure, a
comparative analysis of the powers, organization,
problems, processes, and programs of state and local
politics.
APLS 461
Congressional Politics. (3) A study of the
structure, organization, powers, functions, problems,
and politics of the American Congress.
APLS 463
Presidential Politics. (3) A study of the
organization, powers, roles, problems, and politics of
the American Presidency.
APLS 471
Public Financial Administration. (3) Principles
and practices of financial administration, including
organization, budgeting, assessment, treasury
management and debt.
APLS 472
Public Personnel Management. (3) Fundamental
principles of personnel organization and
administration, including an analysis of personnel
techniques.
APLS 473
Politics and Public Planning. (3) The scope and
nature of public planning in American governmentfederal, state, and local. Types of planning agencies,
their organization, functions and authority.
APLS 487
Politics and Governments of Africa. (3) Political
developments, processes and institutions of selected
African states. Satisfies non-Western world studies
requirements.
APLS 488
Politics and Governments of Latin America. (3)
The development, principles, political thought and
politics of the several Latin American states. Satisfies
non-Western world studies requirements.
APLS 492
Non-Western Topics. (3) Topics selected will
satisfies the non-Western world studies general
education requirements.
APLS 493, 494 Special Topics. (3 each)
APLS 500
Senior Honors Thesis. (3) An individual research
and writing project under faculty supervision. Must
have senior standing; 3.0 overall GPA; 3.5 GPA in
political science courses; permission of instructor.
Philosophy (APHL)
Religion (AREL)
APHL 102
Introduction to Philosophy. (3) An introduction to
the main problems of philosophy and its methods of
inquiry, analysis and criticism. Works of important
philosophers will be read.
AREL 101
Biblical History and Literature. (3) A brief
introduction to contemporary study of the Bible; its
historical background, writing and transmission; its
principal persons, events and ideas, and their
significance for the present time.
APHL 110
Introduction to Deductive Logic. (3) The nature
of arguments, fallacies, criteria and techniques of
valid deductive inference; applications.
AREL 103
APHL 211
Contemporary Moral Issues. (3) (Prereq: APHL
102 or permission of instructor) Moral issues
confronting men and women in contemporary
society. Topics will vary but may include discussion
of problems related to abortion, euthanasia, war,
punishment of criminals, poverty, race relations,
sexual equality and ecology.
Comparative Religion. (3) A study of the major
religions of the world in traditional and
contemporary settings: including Hinduism,
Buddhism, Confucianism, Taoism, Judaism,
Christianity, and Islam. Satisfies non-Western world
studies requirements.
AREL 301
Introduction to the Hebrew Bible. (3) A critical
study of the literature of the Hebrew Bible (Old
Testament in English translation), emphasizing its
historical development and meaning in the life of
ancient Israel.
AREL 302
Introduction to Early Christian Writings. (3) A
historical and critical study of the origin, structure
and transmission of early Christian writings, including
the New Testament, and their meaning in the life and
thought of the early Church; emphasis is placed on
the life, teaching and significance of Jesus and Paulboth for their day and for ours.
AREL 390
Topics in Religious Studies. (3) Reading and study
of selected topics in religious studies.
Independent Study. (1-6) (Prereq: permission of
instructor) Directed independent project.
APHL 302
APHL 303
Ancient Philosophy. (3) (Prereq: APHL 102 or
permission of instructor) An introduction to the
development of philosophy in the ancient world
through the study of the works of representative
philosophers focusing on Plato and Aristotle.
Seventeenth and Eighteenth Century
Philosophy and Science. (3) (Prereq: APHL 102
or permission of instructor) An examination of the
development of modern philosophy. Special
attention is given to the Scientific Revolution and to
the interaction of philosophy, religion and science.
APHL 304
Nineteenth and Twentieth Century Philosophy.
(3) (Prereq: APHL 102 or permission of instructor)
An introduction to principal movements of Western
philosophy since 1800 through study of significant
philosophers. Movements studied may include
Idealism, Marxism, Pragmatism, Existentialism,
Hermeneutics and Analytical Philosophy.
AREL 399
APHL 311
Ethics. (3) (Prereq: Sophomore or higher class
standing) A study of the principles of moral conduct
and of the basic concepts underlying these principles,
such as good, evil, right, wrong, justice, value and
obligation. The ethical works of influential
philosophers are analyzed in terms of these concepts.
Study will include analysis of cases, literature, and
film to elicit moral response and argument.
D E PA RT M E N T OF SOCIOLO G Y
APHL 312
APHL 390
APHL 399
Philosophy and Science. (3) (Prereq: APHL 102
or permission of instructor) This course introduces
students to the intersection between science and
philosophy. Topics include the analysis of scientific
inference (induction) and the methods and theories
contributed by science to our understanding of the
world. Questions explored include the following: Can
we justify claims made by scientific theories? What
counts as scientific “truth?” What are “laws of
nature” and how are they “discovered?” The course
also addresses questions that both philosophers and
scientists pursue through interdisciplinary exchange
in the classroom.
Topics in Philosophy. (3) (Prereq: APHL 102 or
permission of instructor) Reading and study of
selected topics in philosophy.
Independent Study. (1-6) (Prereq: consent of
instructor) Supervised individual studies in
philosophy.
Douglas Kuck, Department Chair
Professors
Trudy Knicely Henson (Sociology), Ph.D., Bowling Green State
University, 1978
Barbara E. Johnson (Sociology), Ph.D., Ohio State University, 1985
Raymond M. Weinstein (Sociology), Ph.D., University of California
at Los Angeles, 1968
Mark P. Whitaker (Anthropology), Ph.D., Princeton University,
1986
Associate Professors
Douglas Kuck (Sociology), Ph.D., Bowling Green State University,
1993
Linda Qingling Wang (Geography), Ph.D., University of WisconsinMadison, 1997
Christine Wernet (Sociology), Ph.D., University of Akron, 2000
Professors Emeriti
John L. Beth, Jr. (Anthropology, Sociology), Ph.D., Universidad
Interamericana, 1971
Arthur J. VanAlstyne (Geography), Ph.D., University of Pittsburgh,
1967
75
Department Mission Statement
Sociology
The mission of the Department of Sociology is to provide students
with an understanding of social science theories, concepts and
methods leading to an ability to collect social science data, integrate
material from diverse sources, draw conclusions from data, appreciate other cultures, and to be aware of issues surrounding social
change. Students have the opportunity to earn the Bachelor of Arts
degree with a major in Sociology in one of three concentrations:
general, human services, or criminology and criminal justice. In
addition, the Department provides general education courses in
geography and anthropology. Departmental missions include
contributing to the overall enhancement of the academic and
scholarly environment at USC Aiken, in our discipline and the
general academic community. The Department also provides service
and expertise to the community when appropriate.
Bachelor of Arts—Major in Sociology
1.
Curricula
In order to be awarded a bachelor’s degree, students must complete
the basic degree requirements listed below and specific major
requirements. Students seeking a bachelor’s degree in the Sociology
major must have a grade of C or better in each major course in order
for that course to count toward the degree. Major courses in which
less than C is earned may be repeated once for a maximum of two
attempts. Developmental courses will not count toward the 120 hour
requirement for a bachelor’s degree in this department. No more
than a total of 6 hours of credits for activities courses in Exercise
Science and Fine Arts activities (dance, instrumental, chorus, voice)
may be used for graduation credit (electives) toward a bachelor’s
degree with a major in sociology. The basic requirements for a
bachelor’s degree include the cognate or minor. The cognate is a
minimum of 12 hours of course work which support the major. The
cognate must be selected from upper-level (300+) humanities, social
and behavioral sciences, natural/physical sciences, mathematics, and/
or business courses and must be approved by the student’s advisor.
Students must earn a grade of C or higher in each cognate course. It
is the student’s responsibility to plan a suitable course of study for
his/her goals and to consult frequently with a major advisor as to the
selection of courses. A minor usually requires 18 hours of course work
in one academic field. A grade of C or higher is required in each
minor course. Each student is responsible for ensuring completion of
all degree requirements and compilation of records of course work.
Sociology majors may apply no more than 15 hours of independent
study type credit toward the degree. No more than 9 hours of
independent study may be applied to the major requirements. No
more than 6 hours will apply to the cognate or minor, and they may
only be taken with prior approval of the advisor.
At least 12 hours of the required upper-level (300 and above) major
credit for the B.A. degree with a major in Sociology must be earned
in courses taken in the USCA sociology program.
Sociology majors are limited to using no more than 6 hours of
sociology course credit as elective credit toward the B.A.
76
A.
Skills and Competencies 1 ......................................... 21-23
English 101 and 1022 ............................................................ 6
Composition/Composition and Literature
Math/Statistics/Logic3, 4 ........................................................ 6
Applied Speech Communication5 ........................................ 3
Languages6 ........................................................................... 6-8
B.
Methods and History of Disciplines ............................................... 3 2
Natural Sciences ..................................................................... 8
Biology, Chemistry, Physics,
Geology, Astronomy (2 labs)
Social and Behavioral Sciences (at least two areas) ........... 9
Psychology, Sociology, Anthropology,
Economics, Political Science, Geography
Humanities7 (at least two areas) ........................................... 9
Philosophy (not logic),
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
History of Civilization (AHST 101 or AHST 102) .......... 3
American Political Institutions ........................................... 3
(APLS 201, AHST 201, or AHST 202)
2.
Major Requirements ............................................................ 32-35
Option #1: General core requirements: ..................................... 3 2
ASCY 101, 3108, 320, 497.............................................14
Six additional sociology courses, 300-level or higher
including at least two 500-level sociology courses..........18
or
Option #2: Criminology & Criminal Just. core requirements: 35
ASCY 101, 3108, 320, 497.............................................14
ACRJ 171........................................................................3
Five* of the following Sociology courses,
including at least two 500 level:.....................................15
ASCY 308, 350, 351, 353, 354, 355, 356, 358, 359,
400 (Internship in a criminal justice agency), 496,
504, 507, 523, 540
*Must include at least one from ASCY 350 & 353
One additional Sociology course numbered 300 or higher..3
or
Option #3: Human Services core requirements: .....................35
ASCY 101, 3108, 320, 497.............................................14
ASHS 201 Introduction to Human Services......................3
Five of the following Sociology courses,
at least two 500-level:....................................................15
ASCY 305, 308, 315, 351, 355, 360,
400, 460, 496, 504, 506, 507, 523, 528
One additional Sociology course numbered 300 or higher..3
3.
4.
Cognate or Minor .....................................................12-18
Free Electives ....................................................................... 12-26
Attendance policy. Each faculty member in the Department of
Sociology will establish the attendance policy for his/her own classes
and will include that policy in the course syllabus. If the faculty
member chooses to limit the number of absences, students must be
allowed a minimum number of absences equal to twice the number of
class meetings per week (e.g., classes meeting twice a week will allow
four absences in the semester).
Sociology majors must choose one of three major options. They
include a general program in sociology (General Option), a program
oriented toward criminology (Criminology Option) and a program
concentrated around courses relevant to human services
organizations and processes (Human Services Option). In addition,
the student will select a minor area of study or a group of courses for
a cognate.
General Education Requirements ................................. 53-55
(no more than 6 hours of sociology course may be applied)
Total hours required ...................................................................................................................... 120
1
For undergraduate writing proficiency, see Proficiency Portfolio in
Writing described on page 46.
2
Students must complete English 101 with a grade of C or better in
order to fulfill general education requirements. Students must also
complete AEGL 102 with a grade of C or better in order to fulfill
general education requirements and before taking other English
courses.
3
APSY 225 and 1 additional course in Math or Logic are required.
4
AMTH 221 and AMTH 222 cannot be used for General Education
math credit EXCEPT by students graduating with degrees in
Elementary, Early Childhood or Special Education.
5
6
7
8
The following are considered Applied Speech Communication
courses: ACOM 201, ACOM 241, and ACOM 342.
Two (2) semesters of the same language. See degree program
requirements for Language study.
For a list of courses that will meet the Humanities general
education requirement, see page 31.
ASCY 310 satisfies the non-Western world studies general
education requirement.
Program Assessment and Student Responsibilities
In order to evaluate the Sociology Degree Program, assessment
measures have been included in each sociology major’s requirements.
In order to fulfill graduation requirements, Sociology majors must:
a) earn a grade of C or better in English 101 and 102.
b) earn a grade of C or better in an applied speech course.
c) submit two copies of major projects required in the major cocapstone courses (ASCY 310 - Social Demography and ASCY 497
- Sociological Research Methods). One copy will be graded by the
professor teaching the course and returned to the student. The
other copy will be evaluated by at least two faculty members in
the Department for assessment purposes. The program
assessment procedures and findings are not used to evaluate
individual student performance.
d) as a part of the course requirements for ASCY 497 - Sociological
Research Methods, give an oral presentation of project completed in that course to students in the class, the course instructor
and one additional sociology faculty member during the class day/
time assigned by the instructor of the course.
e) complete a senior exit survey during the semester in which an
application for graduation is filed. Instructions for completion
of the survey will be mailed to majors at the end of their last
semester at USCA. Sociology majors are urged to provide
thoughtful responses to the survey, including comments on both
the strengths and weaknesses of the program. This instrument is
a major source of data used to assess the success of the program
and to indicate ways in which it can be improved.
Minor Requirements
Minor in Anthropology and Human Geography
Minor in Criminology and Criminal Justice
(Minor not available for students majoring in Sociology)
Requirements:
ASCY 101 Introductory Sociology ..................................................... 3
ACRJ 171 Introductory to Criminal Justice ....................................... 3
Three of the following*: ...................................................................... 9
ASCY 350 Sociology of Delinquent Youth Behavior
ASCY 353 Sociology of Crime
ASCY 354 Crime: Myths and Misconceptions
ASCY 356 Sociology of Law
ASCY 358 Sociology of Corrections
ASCY 359 Police and Society
ASCY 400 Internship in a criminal justice agency
One of the following: ............................................................................ 3
ASCY 507 Sociology of Social Control
ASCY 523 Sociology of Deviance
ASCY 540 Criminological Theory
* Must include at least one from ASCY 350 & 353
Total hours required ....................................................................... 1 8
Minor in Sociology
Requirements:
ASCY 101 Introductory Sociology ..................................................... 3
One of the following: ........................................................................ 3-4
ASCY 310 Social Demography
ASCY 320 Individual and Society
ASCY 497 Sociological Research Methods
One of the following: ............................................................................ 3
ASCY 504 Social Stratification
ASCY 506 Social Organizations
ASCY 507 Sociology of Social Control
ASCY 510 Global Social Issues
ASCY 523 Sociology of Deviance
ASCY 528 Family Diversity
ASCY 540 Criminological Theory
Three Sociology courses at 300 level or above (may include 310 or
320 if not taken in core requirement above) ..................................... 9
Requirements:
AANP 101 Primates, People and Prehistory .................................... 3
AANP 102 Understanding Other Cultures ......................................... 3
Two of the following:
AGRY 101 Geography of the Developed World ....................... 3
AGRY 102 Geography of the Developing World ..................... 3
AGRY 103 Introduction to Geography ...................................... 3
Two of the following:
AANP 301 Peoples of Latin America ....................................... 3
AANP 315 Peoples of the Indian Subcontinent ....................... 3
AANP 322 Archaeological Excavation ..................................... 3
AANP 332 Race and Ethnicity .................................................. 3
AANP 352 Anthropology of Magic and Religion .................... 3
AANP 399 Independent Study ................................................... 3
AANP 490 Topics in Anthropology ..................................... 3-6
AGRY 370 America’s National Parks ........................................ 3
AGRY 398 Topics in Geography* ......................................... 3-6
AGRY 399 Independent Study* .................................................. 3
AGRY 424 Geography of the U. S. and Canada ....................... 3
AGRY 427 Geography of East Asia ............................................ 3
Total hours required .............................................................. 18-19*
Total hours required ....................................................................... 1 8
Currently, eight courses constitute the curriculum in geography.
Students considering a Geography major should transfer at the end of
the sophomore year.
* Courses must be approved by head of Sociology Department
*Must include at least one from ASCY 355 & 504
Anthropology
Several courses are offered in the field of anthropology at USCA.
Students wishing to major in anthropology should take a basic course
in quantitative methods (e.g., Psychology 225 or Statistics 201) in
their sophomore year. A transfer to a full Bachelor of Arts program
at USC Columbia or another university should be arranged after the
sophomore year.
Geography
77
Course Descriptions
ACRJ 272
Anthropology (AANP)
AANP 101
AANP 102
Primates, People and Prehistory. (3) An
exploration of human origins, human evolution,
human prehistory and cultural existence from its less
complex forms to early civilizations. An introduction
to the concepts; methods; and data of physical,
biological and archaeological anthropology. (Not
open to anyone who has taken AANP 101 before
September 1976)
Understanding Other Cultures. (3) An
exploration and comparison of selected
contemporary cultures, including their languages, to
determine and explain their similarities and
differences. An introduction to the concepts,
methods and data of socio-cultural anthropology and
anthropological linguistics. (Not open to anyone who
has taken AANP 101 before September 1976)
(Satisfies non-Western world studies requirement)
AANP 301
Peoples of Latin America. (3) Comparative study
of selected Latin American cultures with emphasis on
their significance for a broader anthropological
theory.
AANP 315
Peoples of the Indian Subcontinent. (3) Society
and culture in South Asia: economic and political
institutions, kinship, and religion as they pertain to
the daily lives of people in the subcontinent.
Emphasis on India, Bangladesh, Nepal, Pakistan, and
Sri Lanka. (Satisfies non-Western world studies
requirement)
AANP 322
Archaeological Excavation. (3) (Prereq: AANP
101, one course in prehistory, or permission of
instructor) Training in field techniques during actual
excavations of an archaeological site, introduction to
laboratory analysis of the artifacts recovered and
directed readings. May be repeated for credit (3-9).
AANP 332
Race and Ethnicity. [=ASCY 355] (3) (Prereq:
AANP 101 or AANP 102 or ASCY 101) Theories,
methods and substantial issues in the comparative
study of race and ethnicity in anthropology and
sociology. This course is cross-listed with ASCY 355,
Minority Group Relations.
AANP 352
Anthropology of Magic and Religion. (3) A
comparative examination of the religions of various
cultures and of other related phenomena such as
ritual, cosmology, revitalization movements, magic,
witchcraft, myth and possession. This course
satisfies the non-Western world studies requirement.
AANP 399
Independent Study. (1-6) (Prereq: permission of
instructor) Directed independent project.
AANP 490
Topics in Anthropology. (3) This course will use
Non-Western, comparative material to address topics
of interest in Anthropology. It may be taken more
than once as topics change. (Satisfies non-Western
world studies requirement)
Criminal Justice (ACRJ)
ACRJ 171
78
Introduction to Criminal Justice. (3) Survey of
the law enforcement, judicial, correctional, and
juvenile systems in the United States. Emphasis on
the various perspectives on criminal justice and
current issues.
Criminal Law. (3) The origins and development of
criminal law in the United States and the basic
elements of crimes and defenses.
Geography (AGRY)
AGRY 101
Geography of the Developed World. (3) A survey
of the developed nations of the world including
Australia, New Zealand, Canada, the United States,
Japan and the countries of Eastern and Western
Europe. Emphasis on location and cultural, economic
and physical elements of these nations and their
significance.
AGRY 102
Geography of the Developing World. (3) A
survey of the developing (Third World) nations of
the world, including Latin America, Africa and major
areas of Asia. Emphasis on location and cultural,
economic and physical elements of these nations and
their significance. (AGRY 101 is not a prerequisite)
(Satisfies non-Western world studies requirement)
AGRY 103
Introduction to Geography. (3) A survey of the
principles and methods of geographic inquiry. The
student is introduced to the nature of geography, the
kinds of problems which it investigates and the
methods which it uses in the study of man in his
ecological and spatial behavior.
AGRY 370
America’s National Parks. (3) Resource,
managerial, and recreational-use components of the
National Park System; contemporary issues,
problems, and managerial alternatives.
AGRY 398
Topics in Geography. (3) Topics in Geography will
be offered as opportunities present themselves.
Course content varies and will be announced in the
schedule of classes by suffix and title. Prerequisites
will be designated in course schedule. May be repeated
as topics change.
AGRY 399
Independent Study. (1-4) (Prereq: permission of
instructor) Directed independent project.
AGRY 424
Geography of the United States and Canada. (3)
The course covers the historical and spatial
development of the cultural and economic
characteristics of the United States and Canada.
Attention is also given to the major physical
elements and their relation to settlement and
development of the two countries. Emphasis,
however, is on the United States.
AGRY 427
Geography of East Asia. (3) The spatial patterns
and process involved in the cultural and economic
development of China, Japan, and Korea. Attention
is also given to major environmental elements and
their relation to settlement and land use in this
region. (Satisfies non-Western world studies
requirement)
Sociology (ASCY)
ASCY 101
Introductory Sociology. (3) General introduction
to the field of sociology including the theoretical
approaches, research methods and concepts such as
culture, social structure, socialization, groups,
organizations, social institutions, and social
inequality. The “sociological imagination” will be
used to apply these theories and ideas to everyday
life.
ASCY 240
ASCY 301
ASCY 305
ASCY 308
ASCY 310
ASCY 320
Introduction to Social Problems. (3) (Prereq: C
or better in ASCY 101 or permission of instructor)
Normative dissensus and behavioral deviance in
society and their consequences for social change and
social order. Problems may include: mental disorders,
juvenile delinquency, crime, drug abuse, alcoholism,
suicide, sexual pathology, race and ethnic
relationships, world population crises and work
problems.
Sociology of Gender Roles. (3) (Prereq: C or
better in ASCY 101) Theories, methods and
substantive issues in a sociological approach to
gender roles. Topics include gender role and
socialization, subcultural variations in gender roles,
and structural and institutional factors related to
gender role expectation.
Sociology of the Family. (3) (Prereq: C or better in
ASCY 101) A macro-level study of the family in the
United States. Topics may include history of the
family as an institution, the relationship of the
family to other social institutions including politics
and the economy, and social problems related to the
contemporary family.
Sociology of Community. (3) (Prereq: C or better
in ASCY 101) Sociological approaches to the study
of community. The classic studies of the community
in the United States are covered along with an
analysis of different types of communities and other
topics such as neighborhood change, loss of
community, communes and new communities,
neighborhood associations, community organization,
community action programs, and community
development.
Social Demography. (4) (Prereq: C or better in
ASCY 101 and satisfactory completion of the Rising
Junior Writing Proficiency Portfolio Requirement or
AEGL 201) Study of the major theories and methods
used to study population with regard to fertility,
mortality, and migration and the trends in these
processes. The course will also examine the
interactions among population processes, society and
culture, and the physical environment. Three lecture
hours and three lab hours per week. (Satisfies nonWestern world studies requirement)
Individual and Society. (3) (Prereq: C or better in
ASCY 101) Selected theories and methodology
related to the impact of social influence on the
individual. This micro-level approach to sociology
includes topics such as symbolic communication,
attribution theory, self-fulfilling prophecy,
conformity, aggression and altruism.
ASCY 350
Sociology of Delinquent Youth Behavior. (3)
(Prereq: C or better in ASCY 101) An analysis of the
philosophy, history, theories, and social patterns
surrounding delinquent youth behavior from a
sociological perspective as well as an evaluation of
the methods and policies designed to prevent and
control delinquency.
ASCY 351
Urban Sociology. (3) (Prereq: C or better in ASCY
101) Introduction to the field of urban sociology. An
analysis of the characteristics and functions of cities
throughout history, urbanization in the United States,
urban politics and economics, urban lifestyles,
suburban trends, metropolitan problems, urban
planning programs, and urbanization in other
countries.
ASCY 353
Sociology of Crime. (3) (Prereq: C or better in
ASCY 101) Analysis of the definitions,
measurements, and social patterns surrounding
criminal behavior from a sociological perspective.
Classical and contemporary theories of crime
causation and societal responses to crime, offenders,
and victims.
ASCY 354
Crime: Myths and Misconceptions. (3) (Prereq:
C or better in ASCY 101) Various myths and
misconceptions surrounding crime and the criminal
justice system, including the mythmakers,
beneficiaries, and victims, are identified and critically
examined as well as the functions and consequences
of those myths and misconceptions.
ASCY 355
Minority Group Relations. [=AANP 332] (3)
(Prereq: C or better in ASCY 101) Theories, methods
and substantive issues in the study of majorityminority group relations and social processes and
cultural orientations associated with racial and ethnic
differentiation. This course is cross-listed with
AANP 332, Race and Ethnicity.
ASCY 356
Sociology of Law. (3) (Prereq: C or better in ASCY
101) An examination of the development, functions,
and systems of law with emphasis on the
interrelation of social forces and the moral, ethical,
and legal aspects of law, criminal law, and the legal
process.
ASCY 358
Sociology of Corrections. (3) (Prereq: C or better
in ASCY 101 and ACRJ 171) A sociological approach
to the development and current issues in corrections.
Traditional and contemporary philosophies
underlying practices and procedures in institutional
and community corrections are explored.
ASCY 359
Police in Society. (3) (Prereq: C or better in ASCY
101 and ACRJ 171) An overview of the development
of police organizations and the role of police in
society including police officer socialization, the
problem of coercive power, and current issues in
policing.
ASCY 360
Sociology of Medicine and Health. (3) (Prereq: C
or better in ASCY 101) Sociological approaches to
medicine and health. An examination of the
concepts of health and illness, the social
epidemiology of disease, demographic and social
factors affecting health, illness behavior, nontraditional medicine and healers, doctor-patient
relations, the professionalization of medicine and
social policy affecting health care.
ASCY 370
Sociology of Mental Health. (3) (Prereq: C or
better in ASCY 101) Sociological approaches to the
definition and treatment of mental disorders. An
analysis of mental illness throughout history, public
and professional conceptions of mental disorders,
models of causes and cures, demographic factors in
the distribution of mental disorders, labeling theory
and psychiatry, the personal experience of mental
hospitalization, and the community mental health
movement.
ASCY 390
Special Topics. (3) (Prereq: C or better in ASCY
101) Study of selected topics in Sociology. This
course may be repeated with different topics.
ASCY 399
Independent Study. (1-6) (Prereq: permission of
instructor) Directed independent project.
79
ASCY 400
ASCY 490
ASCY 496
ASCY 497
Internship. (3) (Prereq: consent of instructor) A
supervised experiential course in a field placement
(e.g., social service agency, criminal justice agency)
involving 10 hours per week. In addition, appropriate
reading and writing assignments, plus a weekly
meeting with the supervising faculty member. (An
application and interview are required of applicants.
Applicants must meet basic requirements of cum.
GPA, major hours completed, etc. Contract required.
See instructor for specifics)
Topics in Sociology. (3) (Prereq: ASCY 101 and/or
additional specified prerequisites) Study of selected
topics in Sociology. This course may be repeated with
different topics.
Sociological Theory. (3) (Prereq: C or better in
ASCY 101) Sociological perspectives with an
emphasis on classical theories, such as those of
Durkheim, Weber, Marx, and Simmel, are used to
understand and critique society and human social
behavior.
Sociological Research Methods. (4) (Prereq: C or
better in ASCY 101 and 9 hours upper level
Sociology and APSY 225, and satisfactory
completion of Rising Junior Writing Proficiency
Portfolio Requirement or AEGL 201) Critical
analysis of major methods used in the conduct of
social science and general problems of research
design. Course requires completion of scholarly
research project.
ASCY 504
Social Stratification. (3) (Prereq: C or better in
ASCY 101) Theory and research related to social
stratification. An analysis of stratification systems
throughout history; the dimensions of class, race, and
gender inequality in the United States; lifestyles of
different classes; social mobility; and the causes of
poverty.
ASCY 506
Social Organizations. (3) (Prereq: C or better in
ASCY 101) Selected theoretical orientation,
methodological procedures and illustrative
substantive issues pertaining to organizations.
ASCY 507
Sociology of Social Control. (3) (Prereq: C or
better in ASCY 101) Theories and issues relating to
conformity in human interaction, including both
formal and informal mechanisms of control found in
the five basic social institutions: family, religion,
education, the economy, and government.
ASCY 510
Global Social Issues. (3) (Prereq: C or better in
ASCY 101, Junior Standing) This seminar examines
causes of and responses to critical social problems in
different world regions with a focus on the
dimensions and impacts of globalization and
sustainable development. The phenomenon of
globalization is critically examined from economic,
historical, social, environmental, political and/or
other perspectives.
ASCY 523
Sociology of Deviance. (3) (Prereq: C or better in
ASCY 101) Systematic analysis of the
interrelationships among the creation, involvement,
recognition and control of deviance.
ASCY 528
Family Diversity. (3) (Prereq: C or better in ASCY
305, Junior standing) This seminar examines a
variety of family forms differing in both structure
and sociocultural background. Topics may include
cohabitation, single parent families, and various
ethnic groups. This course considers issues faced by
the plurality of family types in the United States.
80
ASCY 540
Criminological Theory. (3) (Prereq: C or better in
ASCY 350 or 353) The study of historical and
contemporary theories explaining crime and
criminality. Some examination of research
underlying these theories is also included.
ASCY 598
Special Topics. (3)
D E PA RT M E N T OF V ISUAL A N D
PE R F O R M I N G ARTS
Jack Benjamin, Department Chair
Professor
Albin Beyer (Art), M.F.A., University of Arizona, 1980
Associate Professors
Jack Benjamin (Theatre), M.S., East Texas State University, 1979,
Thomas F. Maurice Chair in Fine Arts
John Elliott (Art History), Ph.D. Florida State University, 1986
Michael Fowler (Graphic Design), Ed.D., University of Memphis,
1996, Mary D. Toole Chair in Art
Paul Chet Longley (Theatre), M.F.A., University of Arkansas, 2000
Richard Maltz (Music-Composition/Theory), D.M.A., University of
South Carolina, 1991,
Pauline F. O’Connell Chair in Fine Arts
Debra Scott-Wiley (Theatre) M.F.A., University of South Carolina,
1994
Assistant Professors
Catherine Rand (Music-Instrumental), D.M.A., University of Miami,
2007
Joel Scraper (Music-Choral) D.M.A., University of Missouri - Kansas
City, 2006
Mary Virginia (Ginny) Southworth (Photography), M.F.A., University of South Carolina, 1996
Lecturers
Corey Burns (Dance), B.S., University of South Carolina Aiken,
1996
Tonya Courier (Music-Voice), M.M., New England Conservatory,
1985
Kenneth Courtney (Music-Organ), M.M., University of Southwestern Louisiana, 1984
Don Dupee (Music-Organ), M.M.E., University of South Carolina,
1980
Chris Essig (Music-Guitar), M.M., University of South Carolina,
2008
Sandra Field (Music-Voice), Ed.D., Columbia University Teachers
College, 1997
William Foss (Music-Flute, Clarinet, Saxophone), M.M., Northwestern University, 1975
Matt Henderson (Music-Low Brass), M.M., Lynn University
Conservatory of Music, 2007
Isaac Holmes (Music-Voice), M.M., University of Michigan, 1991
Mary Losey (Music-Piano), M.A., University of Michigan, 1978
Lauren Meccia (Music-Saxophone), M.M., University of South
Carolina, 2007
Alena Pagal (Music-Piano), M.M., University of South Carolina,
2007
Laura Ramsey (Music-Bassoon), M.M., Eastman School of Music,
2006
Ann Redd (Music), M.M., Converse College, 2002
Catherine Stapleton (Music-Voice), M.M., Manhattan School of
Music, 1982
Willie Strong (Music-Musicology), Ph.D., University of California
Los Angeles, 1994
Laura Tomlin (Music-Violin), M.M., University of Southern
California, 1986
Josh Workman (Music-Trumpet), M.M., Florida State University,
2005
Martha Zakkary (Music-Voice), M.M., University of South Carolina,
1996
B.
Distinguished Professor Emeritus
William J. House (Psychology/Music-Clarinet), Ph.D., University of
South Carolina, 1974; B.M. North Texas State University, 1968
2.
Department Mission Statement
The Department of Visual and Performing Arts is dedicated to the
pursuit of excellence through the development of artistic tradition,
which includes the arts of all cultures. We strive to make the arts
accessible to all members of the university and community by
instilling a comprehension and appreciation of the interrelationships
of all the arts. The Department helps prepare talented/dedicated
students to continue the traditions of our profession and expand its
scope. Our focus is on the individual student, so that each might find
meaning and fulfillment as an artist, as an educated member of
society, and as an expressive human being.
Bachelor of Arts—Major in Fine Arts
1.
General Education Requirements .................................. 50-52
A.
Skills and Competencies 1
English 101 and 1022 ............................................................ 6
Composition/Composition and Literature
Math/Statistics/Logic3 ........................................................... 6
Applied Speech Communication4 ........................................ 3
Languages5 ........................................................................... 6-8
Major Requirements ........................................................... 36-42
A minimum of 18 major requirement hours must be taken at
USC Aiken. A grade of C or better must be earned in ALL
major requirement courses.
A.
B.
Curricula
The Bachelor of Arts with a major in Fine Arts is designed to
prepare the student for success in a variety of professions in the
visual and performing arts. The Department of Visual and
Performing Arts is comprised of three primary areas: art (both
studio and art history), music, and theatre (including dance). The
degree has some specific requirements, but also offers a wide range of
choices for the prospective major. There is a balance between the
history or appreciation classes and the theory, performance or studio
aspects. The Bachelor of Arts degree with a major in Fine Arts is a
multidisciplinary degree in that the student will take classes in each
of the three primary areas, while at the same time he or she will
have the ability to specialize in a specific field. This degree will
prepare the student for future academic graduate work or for
employment in a wide range of fields within the visual and
performing arts.
Methods and History of Disciplines 6
Natural Sciences ..................................................................... 8
Biology, Chemistry, Physics,
Geology, Astronomy (2 labs)
Social and Behavioral Sciences (at least two areas) ........... 6
Psychology, Sociology, Anthropology,
Economics, Political Science, Geography
Humanities7 (at least two areas) ........................................... 9
Philosophy (not logic),
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
History of Civilization (AHST 101 or AHST 102) .......... 3
American Political Institutions ........................................... 3
(APLS 201, AHST 201, or AHST 202)
C.
Fine Arts Survey Requirement8 ............................................................... 3-9
One course must be taken from each area:
AARH 105, 106
AMUS 173, 175
ATHE 161
Fine Arts History Requirement .................................... 9
One course must be taken from each area:
AARH 206, 312, 335, 398, 399
AMUS 371, 372, 373, 393
ATHE 361, 362, AEGL 407, 409, 474
Fine Arts Theory, Performance, and/or Studio ....... 2 4
At least 12 hours must be 200 or higher and
at least 3 hours must be taken from at least
two of the three art fields
3.
Cognate or Minor .............................................................. 12-18
Cognate ............................................................................... 1 2
Minor .................................................................................. 1 8
4.
Free Electives ....................................................................... 8-22
Total hours required 6 ................................................................... 120
1
For undergraduate writing proficiency, see Proficiency Portfolio in
Writing described on page 46.
2
Students must complete English 101 with a grade of C or better in
order to fulfill general education requirements. Students must also
complete AEGL 102 with a grade of C or better in order to fulfill
general education requirements and before taking other English
courses.
3
AMTH 221 and AMTH 222 cannot be used for General Education
math credit EXCEPT by students graduating with degrees in
Elementary, Early Childhood or Special Education.
4
The following are considered Applied Speech Communication
courses: ACOM 201, ACOM 241, and ACOM 342.
5
Two (2) semesters of the same language. See degree program
requirements for Language study.
6
At least 3 hours must be in non-Western world studies, unless an
approved non-Western world studies course has been completed
elsewhere in the student’s degree program.
7
For a list of courses that will meet the Humanities general
education requirement, see page 31.
8
As many as 6 hours of Fine Arts Survey courses may be taken as
Humanities General Education courses thereby decreasing the
above Fine Arts Survey and Major Requirements by 3-6 hours.
81
Bachelor of Arts—Major in Fine Arts
5
Technology Arts Option
6
1.
General Education Requirements .................................. 50-52
A.
B.
2.
Skills and Competencies 1
English 101 and 1022 ............................................................ 6
Composition/Composition and Literature
Math/Statistics/Logic3 ........................................................... 6
Applied Speech Communication4 ........................................ 3
Languages5 ........................................................................... 6-8
Methods and History of Disciplines 6
Natural Sciences .....................................................................
Biology, Chemistry, Physics,
Geology, Astronomy (2 labs)
Social and Behavioral Sciences (at least two areas) ...........
Psychology, Sociology, Anthropology,
Economics, Political Science, Geography
Humanities7 (at least two areas) ...........................................
Philosophy (not logic),
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
History of Civilization (AHST 101 or AHST 102) ..........
American Political Institutions ...........................................
(APLS 201, AHST 201, or AHST 202)
8
6
9
3
3
Major Requirements ........................................................... 36-42
B.
C.
D.
Fine Arts Survey Requirement 8 ............................................................. 3
One course from the following:
AARH 105, 106
AMUS 173, 175
ATHE 161
Fine Arts History Requirement 8 ........................................................... 6
Two courses from the following:
AARH 206, 312, 335, 398, 399
AMUS 371, 372, 373, 393
ATHE 361, 362, AEGL 407, 409, 474
Fine Arts Theory, Performance, and/or Studio ....... 2 1
At least 12 hours must be 200 or higher and
at least 3 hours must be taken from at least
two of the three art fields
Technology based arts ................................................... 1 2
Courses must contain a substantial
Technology component as stated within
their catalog description.
3.
Cognate or Minor .............................................................. 12-18
Cognate ............................................................................... 1 2
Minor .................................................................................. 1 8
4.
Free Electives ....................................................................... 8-22
Total hours required 6 ................................................................................................................. 120
1
For undergraduate writing proficiency, see Proficiency Portfolio in
Writing described on page 46.
2
Students must complete English 101 with a grade of C or better in
order to fulfill general education requirements. Students must also
complete AEGL 102 with a grade of C or better in order to fulfill
general education requirements and before taking other English
courses.
3
AMTH 221 and AMTH 222 cannot be used for General Education
math credit EXCEPT by students graduating with degrees in
Elementary, Early Childhood or Special Education.
4
The following are considered Applied Speech Communication
courses: ACOM 201, ACOM 241, and ACOM 342.
82
8
Bachelor of Arts—Major in Music Education
All incoming students planning to major in music education are
required to audition for the music faculty prior to the first semester
of enrollment. These auditions occur throughout the academic year.
All current information regarding audition requirements and dates is
available online at www.usca.edu/visualandperformingarts.
Students pursuing the Bachelor of Arts degree with a Major in Music
Education must complete at least one approved recital, consisting of
at least thirty minutes of solo repertoire, and in coordination with
their applied instructor and academic advisor. This recital is a part
of the degree completion for Music Education majors.
A minimum of 18 major requirement hours must be taken at
USC Aiken. A grade of C or better must be earned in ALL
major requirement courses.
A.
7
Two (2) semesters of the same language. See degree program
requirements for Language study.
At least 3 hours must be in non-Western world studies, unless an
approved non-Western world studies course has been completed
elsewhere in the student’s degree program.
For a list of courses that will meet the Humanities general
education requirement, see page 31.
As many as 6 hours of Fine Arts Survey/History courses may be
taken as Humanities General Education courses thereby decreasing
the above Fine Arts Survey/History and Major Requirements by 36 hours.
As a part of the successful completion of the Bachelor of Arts degree
with a Major in Music Education, all majors are required to pass a
piano proficiency exam prior to enrolling in AEDM 470 Internship
in Music Education. Upon admission to the Music Education
program, students will be asked to take a short placement exam on
piano prior to the Fall semester of their first year. All music
education majors must register for piano class or applied piano until
all parts of the piano proficiency exam are passed.
Students, according to piano background and the placement exam,
may be placed in of the following courses:
AMUS 133 Piano I, AMUS 135 Group Piano, AMUS 136
Intermediate Group Piano, or AMUS 137 Group Piano for
Music Education Majors
The purpose of the piano proficiency requirement is to ensure that
students choosing to major in music will have the requisite skills to
complete theory and keyboard assignments, as well as acquiring
techniques and applications that will be used in future teaching.
1.
General Education Requirements ........................................ 5 2
AEGL 101 Composition (C or better) ......................................... 3
AEGL 102 Composition and Literature (C or better) ............... 3
ACOM 201 Interpersonal Communication
or ACOM 241 Public Speaking ..................................................... 3
AMUS 371 History of Western Music I ...................................... 3
AMUS 175 World Music ................................................................ 3
ATHE 161 Introduction to Theater Art
or one of AARH 105, 106, 206, 312, 335 .................................. 3
AHST 101 or 102 History of Civilization .................................. 3
APLS 201 American National Government
or AHST 201 or 202 United States History ............................... 3
Languages (2 semesters of the same language) ........................... 8
Biological Science with lab ............................................................ 4
Physical Science with lab ............................................................... 4
Social Science electives .................................................................. 6
Math/Statistics/Logic1 ................................................................................................................... 6
2.
Pre-professional Education Requirements
(C or better) ............................................................................... 7-8
AEDC 310 Observation and Analysis in the Clinical Setting (1)
or AEDS 311 Introduction to Adolescent Education (2)
or AEDC 110L Clinical Experience (1) ................................... 1-2
AEDF 321 Dynamics of American Public Education ................ 3
AEDP 330 Lifespan Growth and Development ......................... 3
3.
Professional Education Requirements (C or better) ...... 2 3
A minimum of 36 hours of Professional Education and
Subject Area Requirements must be taken at USC Aiken.
AEDM 446 Music Curriculum Design and Learning Strategies ... 3
AEDM 456 Teaching Choral in the High School
or AEDM 457 Teaching Instrumental Music
in the High School .......................................................................... 3
AEDM 460 Practicum I ................................................................ 1
AEDM 462 Practicum II ............................................................... 1
AEDM 470 Internship in Music Education .............................. 1 2
AEDM 476 Senior Seminar ........................................................... 3
4.
Subject Area Requirements (C or better) .................... 52-53
AMUS 100* Recital Class (Pass/Fail) .......................................... 0
AMUS 195 Music Technology ..................................................... 2
AMUS 196, 197, 296, 297 Music Theory and
Aural Techniques I - IV ................................................................ 1 6
AMUS 397 Orchestration and Arranging .................................... 2
AMUS 398 Form and Analysis ..................................................... 2
AMUS 372 History of Western Music II ..................................... 3
AMUS 330 Conducting .................................................................. 1
AMUS 331 Advanced Conducting ................................................ 2
Ensemble Performance** ............................................................. 7
Private Instruction in principal area .......................................... 1 4
Methods courses***: ................................................................... 3-4
Vocal students (AMUS 204 and 205, one from AMUS 214, 243,
253, 263)
Instrumental students - Band (AMUS 203, 214, 253, 263)
Instrumental students - Strings (AMUS 203, 243, one from
214, 253, 263)
5.
Electives ....................................................................................... 1-2
Total hours required.........................................................136-138
AMTH 221 and AMTH 222 cannot be used for General Education
math credit EXCEPT by students graduating with degrees in
Elementary, Early Childhood or Special Education.
1
*Upon admission to the music education program, majors will be
required to attend a minimum of 75% of recitals, concerts,
opera and musical theater productions, and other performances
programmed by the department each semester that they are
enrolled. Students enrolled in AEDM 470 Internship in Music
Education are exempt.
**Music Education majors must be enrolled in either University
Band or University Choir (whichever one corresponds to their
primary applied instrument) each semester they are enrolled at
USCA.
***AMUS 203 Voice Instruction and Methods (1), AMUS 204
Diction I (1), AMUS 205 II (1), AMUS 214 Percussion
Instruction and Methods (1), AMUS 243 String Instruction and
Methods (1), AMUS 253 Woodwind Instruction and Methods
(1), AMUS 263 Brass Instruction and Methods (1)
Art
Facilities include a state of the art computer lab, airy, well-lit studios
and a well-equipped darkroom. Our track-lit art gallery has over a
hundred and eighty feet of running space to accommodate a full
schedule of exhibits, including a student art exhibit each spring.
Studio Art Minor
Requirements:
Fundamentals of Art (AART 103) or Drawing (AART 111) ........... 3
Art History ......................................................................................... 3-6
Art Studio course work in at least two of the following areas:
drawing, painting, printmaking, ceramics, graphic design,
computer graphics, photography, illustration ........................ 9-12
Total hours required ....................................................................... 1 8
Art History
Minor in Art History
Requirements:
AARH 105 History of Western Art I .................................................. 3
AARH 106 History of Western Art II ................................................ 3
Art History 200 level or above ......................................................... 1 2
Total hours required ....................................................................... 1 8
Music
Whether seeking a career in music or utilizing musical training for
community service or social enjoyment, the student will find our
music program to be challenging, rewarding and uniquely adaptable to
individual needs. Students may choose from a spectrum of courses
including Music Theory, History of Western Music, World Music,
private instrumental and vocal instruction, Conducting and
Composition. Performing ensembles include the University Concert
Choir, Acappella Choir, Masterworks Chorale, University Concert
Band and Pep Band. Each ensemble presents a series of concerts for
the university and community at large. Our classrooms, practice and
performance facilities are conducive to helping students achieve high
standards of artistic and academic standards. Students are also given
the opportunity to hear world renowned professional artists, such as
Wynton Marsalis, perform at the Etherredge Center, the performing
arts facility. Faculty members are experienced practitioners who
reflect a wide range of expertise in music and are dedicated to helping
students achieve musical excellence.
Minor in Music
Requirements:
Music Theory ......................................................................................... 4
AMUS 196 Music Theory and Aural Techniques I
Music History ......................................................................................... 3
Select from:
AMUS 371 History of Western Music I
AMUS 372 History of Western Music II
Select 1 of the following 3 options: .................................................... 6
A. Theory: AMUS 197 Music Theory and Aural
Techniques II and 2 hours from Private Instruction
B. History: AMUS 371 or 372 (whichever wasn’t
selected from Music History) and 3 hours from
Private Instruction
83
C. Performance: select 2 ensemble hours in addition
to the 2 ensemble hours required of all minors, and
4 hours of Private Instruction
Private Instruction (minimum of 2 semesters on one
instrument or voice)
*Select from:
AMUS 101 and 102 Voice
AMUS 112 and 113 Percussion
AMUS 121 and 122 Organ
AMUS 133 and 134 Piano
AMUS 141 and 142 String Instrument
AMUS 151 and 152 Woodwind Instrument
AMUS 161 and 162 Brass Instrument
Performing Ensemble ........................................................................... 2
**Select from:
AMUS 183, 283 University Pep Band
AMUS 184, 284 University Concert Band
AMUS 185, 285 University Choir
AMUS 186, 286 Masterworks Chorus
AMUS 187, 287 Jazz Ensemble
AMUS 392B Chamber Ensemble
Piano Instruction ................................................................................... 3
***Select from:
AMUS 135 Group Piano
AMUS 136 Intermediate Group Piano
AMUS 133, 134 Piano
Total hours required ....................................................................... 1 8
*AMUS 101, 112, 121, 133, 141, 151, and 161 may be repeated one
time
**May be repeated one time
***If piano is chosen under Private Instruction, a different music
course must be approved by the Department Chair.
Theatre
Grounded in more than 2000 years of traditions and driven by new
visions and technology, the USCA Theatre Program is dedicated to
giving students a comprehensive theatre education. Students explore
all areas of theatre, both on and off stage. A professionally active
faculty, strong classes, internships and a cutting-edge production
program all help to prepare students for the theatre of the 21st
century. The USCA Theatre Program enriches the cultural life of
the community through the presentation of a variety of theatrical
productions. Various acting styles, design theories and new
technologies are studied in the class room and applied to the
department’s productions. USCA is an institutional member of the
South Carolina Theatre Associate, the Southeastern Theatre
Conference, the Associate of Theatre in Higher Education and an
active participant in the Kennedy Center/American College Theatre
Festival.
Course Descriptions
Art History (AARH)
AARH 105
History of Western Art I. (3) The visual arts from
Paleolithic times to the Renaissance.
AARH 106
History of Western Art II. (3) The visual arts from
the Renaissance to the present.
AARH 206
History of American Art. (3) A survey of art in
America from 1860 to the present.
AARH 312
History of Greek Art. (3) A survey of architecture,
painting and sculpture of the Cycladic through
Hellenistic periods.
AARH 335
History of Twentieth Century Art. (3) A survey of
architecture, painting and sculpture in the 20th
century.
AARH 397
Topics in Non-Western Art History. (3) Intensive
studies in selected non-Western artists and
movements. Specific topics to be announced each
semester/year. Satisfies the non-Western world studies
requirement.
AARH 398
Topics in Art History. (3) Intensive studies in
selected artists or movements. Specific topics to be
announced each semester/year.
AARH 399
Independent Study (1-3). (Prereq: Consent of
Instructor). An independent research project that will
culminate in a term paper. Topics must be approved
by the supervising professor.
Art Studio (AART)
AART 102
Introduction to Visual Arts Computing. (3) A
foundation level course in the use of personal
computers and discipline related software as aids in
visual design. This course contains a substantial
technology component and satisfies the technology
arts option for the Bachelor of Arts - Major in Fine
Arts.
AART 103
Fundamentals of Art I. (3) Introduction to visual
thinking and principles of two-dimensional design.
AART 111
Basic Drawing I. (3) Introduction to the materials
and basic techniques of drawing.
AART 112
Basic Drawing II. (3) Introduction to the materials
and basic techniques of drawing. (AART 111 is a
prerequisite for AART 112.)
AART 145
Introduction to Graphic Design. (3) An
introduction to design as applied to the field of
advertising art. This course contains a substantial
technology component and satisfies the technology
arts option for the Bachelor of Arts - Major in Fine
Arts.
AART 210
Introduction to Painting. (3) (Prereq: AART 111
or consent of instructor) An introductory course in
the materials and techniques of painting.
AART 220
Introduction to Ceramics. (3) (Prereq: AART 104
or consent of instructor) Experiences in forming,
decorating, glazing and firing.
AART 232
Life Drawing I. (3) (Prereq: AART 111 or consent
of instructor) An introduction to drawing the figure
from life, with an emphasis on visual perception and
basic drawing skills.
Minor in Theatre
Requirements:
ATHE 151 Fundamentals of Theatrical Production ......................... 3
ATHE 170 Beginning Acting ............................................................... 3
ATHE 361 or 362 History of Theatre I or II* ................................. 3
One ATHE Course from a sequence of courses ending in the 50’s .. 3
One ATHE Course from a sequence of courses ending in the 70’s .. 3
Three lab courses from the 220 sequence .......................................... 3
Total hours required ....................................................................... 1 8
*Theatre History I or II has a prerequisite of ATHE 161
Introduction to Theatre. Students are advised to use ATHE 161 to
fulfill three hours of the Humanities General Education requirement.
84
AART 233
Life Drawing II. (3) (Prereq: AART 232) A further
exploration of life drawing aspects with an emphasis
on individual expression.
AART 245
Graphic Design Techniques. (3) (Prereq: AART
145 or consent of instructor) Preparation of roughs,
comprehensives and mechanicals for presentation
and reproduction of design solutions. Introduction to
printing and reproduction of design solutions.
Introduction to printing and reproduction processes.
This course contains a substantial technology
component and satisfies the technology arts option
for the Bachelor of Arts - Major in Fine Arts.
AART 261
Photography. (3) A thorough grounding in the
technical aspects of 35mm black and white
photography, and the aesthetics of the photograph as
a personal artistic expression. (Must have access to
35 mm camera.)
AART 265
Illustration. (3) (Prereq: AART 103, 111, 112 and
210 or consent of instructor) Basic illustration
projects emphasizing principles of visual
communication, development of resource material.
Composition and preparation of sketches,
comprehensives and finished illustrations in a variety
of media. Traditional and contemporary styles in
illustration. This course contains a substantial
technology component and satisfies the technology
arts option for the Bachelor of Arts - Major in Fine
Arts.
AART 310
Intermediate Painting I. (3) (Prereq: AART 210
or consent of instructor). Still lifes, landscapes,
models in various media. The student is encouraged
to be creative and self-expressive. (AART 310 is a
prerequisite for AART 311.)
AART 311
Intermediate Painting II. (3) (Prereq: AART 310
or consent of instructor) A continuation of AART
310.
AART 320
Intermediate Ceramics I. (3) (Prereq: AART 220
or consent of instructor) Further study of wheel
throwing or hand building techniques.
AART 321
Intermediate Ceramics II. (3) (Prereq: AART 320
or consent of instructor) Further study of wheel
throwing or hand building techniques.
AART 360
Intermediate Photography. (3) (Prereq: AART
261 or consent of instructor) Advanced techniques
and procedures of taking, processing and printing
black and white photographs. (Must have access to
35mm camera.)
AART 363
Color Photography. (3) (Prereq: AART 261)
Processing of color slides, negatives and prints, with
an emphasis on producing works of artistic merit and
technical proficiency.
AART 364
Digital Photography. (3) (Prereq: AART 261 or
consent of instructor) A course in the use of personal
computers and software as aids in photographic
production and manipulation. This course contains a
substantial technology component and satisfies the
technology arts option for the Bachelor of Arts Major in Fine Arts.
AART 370
Digital Video Editing. (3) An exploration of nonlinear editing solutions. This course contains a
substantial technology component and satisfies the
technology arts option for the Bachelor of Arts Major in Fine Arts.
AART 371
Digital Video Effects. (3) An exploration of digital
special effects for video and the web. This course
contains a substantial technology component and
satisfies the technology arts option for the Bachelor
of Arts - Major in Fine Arts.
AART 379
Web Graphics. (3) (Prereq: AART 102 or AART
145 or consent of instructor) The creation of web
pages and sites with an emphasis on artistic aspects.
This course contains a substantial technology
component and satisfies the technology arts option
for the Bachelor of Arts - Major in Fine Arts.
AART 380
3 D and Animation. (3) Fundamentals of digital
animation including modeling, rendering, lighting,
and camera usage. This course contains a substantial
technology component and satisfies the technology
arts option for the Bachelor of Arts - Major in Fine
Arts.
AART 398
Topics in Studio Art. (3) Intensive study in studio
art.
AART 399
Independent Study. (3-9) (Prereq: permission of
instructor) Course content for AART 399 will be
established entirely on an individual basis according
to a suggested program of independent study agreed
upon by both the individual student and the
instructor. Regular meetings, critiques of art work,
research and individual development will be included
as well as in-depth discussion. NOTE: Independent
study taken at Aiken will not count toward the major
requirements in Columbia but may be used as a free
elective.
AART 330
Intermediate Drawing I. (3) (Prereq: AART 112
or consent of instructor) Enhancing graphic richness
in drawings with intellectual and visual perception as
content.
AART 331
Intermediate Drawing II. (3) (Prereq: AART 330)
Contemporary cultural stimuli as the content for
drawing projects. Emphasis on intellectual and
emotive approaches.
AART 345
Intermediate Graphic Design I. (3) (Prereq:
AART 245) History and evolution of typography as
the foundation of visual communication.
Organizational systems and creative use in graphic
design. This course contains a substantial technology
component and satisfies the technology arts option
for the Bachelor of Arts - Major in Fine Arts.
AART 410
Advanced Painting I. (3) (Prereq: AART 311.)
Students are given further opportunity to develop
according to their own interests.
AART 411
Advanced Painting II. (3) (Prereq: AART 410)
Students are given further opportunity to develop
according to their own interests.
Intermediate Graphic Design II. (3) (Prereq:
AART 345 or consent of instructor). Artistic
editorial design. Design and layout of magazine,
book, and other print formats. This course contains
a substantial technology component and satisfies the
technology arts option for the Bachelor of Arts Major in Fine Arts.
AART 420
Advanced Ceramics I. (3) (Prereq; AART 321)
Pursuit of a personal artistic expression through the
ceramic process by developing clay bodies, surface
embellishments and firing methods.
AART 346
85
AART 421
Advanced Ceramics II. (3) (Prereq: AART 420)
Pursuit of a personal artistic expression through the
ceramic process by developing appropriate clay
bodies, surface embellishments and firing methods.
AART 524
Workshop: Ceramics. (3) Advanced investigation
and analysis of problems and methods in ceramics.
Topics vary with suffix.
AART 549
AMUS 122
Organ II. (1-2) (Prereq: AMUS 121 and consent of
department chair). Individual instruction for
development of technique and learning of
appropriate repertoire. (May be repeated once for
degree credit. Students must complete 2 semesters of
this course before enrolling in the next level.)
AMUS 133
Piano I. (1-2) (Prereq: consent of department chair)
Individual instruction for development of technique
and learning of appropriate repertoire. Not for
beginners. (May be repeated once for degree credit.
Students must complete 2 semesters of this course
before enrolling in the next level.)
AMUS 134
Piano II. (1-2) (Prereq: AMUS 133 and consent of
department chair). Individual instruction for
development of technique and learning of
appropriate repertoire. (May be repeated once for
degree credit. Students must complete 2 semesters of
this course before enrolling in the next level.)
AMUS 135
Group Piano. (3) A course for beginning piano
students meeting in groups. Emphasis on music
reading and elementary techniques. May be repeated
but not for degree credit.
AMUS 136
Intermediate Group Piano. (3) (Prereq: AMUS
135 or consent of instructor) A continuation of
AMUS 135 with special emphasis on baroque dances,
classical sonatinas and short romantic character
pieces.
AMUS 137
Group Piano for Music Education Majors I. (1)
(Prereq: AMUS 136 or successful completion of
piano placement exam) Group instruction for
development of fundamental techniques and learning
of appropriate repertoire from beginning to
intermediate levels. Application of aural and
theoretical skills, harmonization and improvisation,
and accompanying. This course assists in preparing
music education majors for the piano proficiency
examination. May be repeated for degree credit for a
total of 2 hours.
AMUS 138
Group Piano for Music Education Majors II. (1)
(Prereq: AMUS 137 (2 semesters)) Group instruction
for development of fundamental techniques and
learning of appropriate repertoire from intermediate
to advanced levels. Application of aural and
theoretical skills, harmonization and improvisation,
and accompanying. This course assists in preparing
music education majors for the piano proficiency
examination. May be repeated as necessary. May be
repeated for degree credit for a total of 2 hours.
AMUS 141
String Instruments I. (1-2) (Prereq: consent of
department chair) Individual instruction for
development of technique and learning of
appropriate repertoire. Not for beginners. (May be
repeated once for degree credit. Students must
complete 2 semesters of this course before enrolling
in the next level.)
AMUS 142
String Instruments II. (1-2) (Prereq: AMUS 141
and consent of department chair). Individual
instruction for development of technique and
learning of appropriate repertoire. (May be repeated
once for degree credit. Students must complete 2
semesters of this course before enrolling in the next
level.)
AMUS 143
Group Guitar. (3) A course for beginning guitar
students meeting in groups. Emphasis on music
reading and elementary techniques.
Directed Internship. (3) (Prereq: AART 345 and
consent of instructor) Supervised professional
experience in Graphic Design. (contract required)
Music (AMUS)
AMUS 100
AMUS 101
AMUS 102
Recital Class. (0) Upon admission to the music
education program, majors will be required to attend a
minimum of 75% of recitals, concerts, opera and
musical theater productions, and other performances
programmed by the department each semester that
they are enrolled. Students enrolled in AEDM 470
Internship in Music Education are exempt. Pass/fail.
Voice I. (1-2) (Prereq: consent of department chair)
Individual instruction for development of technique
and learning of appropriate repertoire. Not for
beginners. (May be repeated once for degree credit.
Students must complete 2 semesters of this course
before enrolling in the next level.)
Voice II. (1-2) (Prereq: AMUS 101 and consent of
department chair). Individual instruction for
development of technique and learning of
appropriate repertoire. (May be repeated once for
degree credit. Students must complete 2 semesters of
this course before enrolling in the next level.)
AMUS 103
Applied Voice Class. (3) The course includes the
study of vocal techniques, enunciation in singing,
reading of different materials and songs, performance
before an audience and the study of repertory for
solo singing.
AMUS 104
Intermediate Voice Class. (3) (Prereq: AMUS 103
or consent of instructor) A course for the more
advanced voice students meeting in a group.
Emphasis on more advanced solo repertoire including
sacred songs, arias and art songs in foreign languages
and in translation.
AMUS 112
AMUS 113
AMUS 121
86
Percussion Instruments I. (1-2) (Prereq: consent
of department chair) Individual instruction for
development of technique and learning of
appropriate repertoire. Not for beginners. (May be
repeated once for degree credit. Students must
complete 2 semesters of this course before enrolling
in the next level.)
Percussion Instruments II. (1-2) (Prereq: AMUS
112 and consent of department chair). Individual
instruction for development of technique and
learning of appropriate repertoire. (May be repeated
once for degree credit. Students must complete 2
semesters of this course before enrolling in the next
level.)
Organ I. (1-2) (Prereq: consent of department
chair) Individual instruction for development of
technique and learning of appropriate repertoire.
Not for beginners. (May be repeated once for degree
credit. Students must complete 2 semesters of this
course before enrolling in the next level.)
AMUS 144
Intermediate Group Guitar. (3) (Prereq: AMUS
143) A continuation of AMUS 143. Emphasis on
music reading and intermediate techniques.
AMUS 151
Woodwind Instruments I. (1-2) (Prereq: consent
of department chair) Individual instruction for
development of technique and learning of
appropriate repertoire. Not for beginners. (May be
repeated once for degree credit. Students must
complete 2 semesters of this course before enrolling
in the next level.)
AMUS 152
Woodwind Instruments II. (1-2) (Prereq: AMUS
151 and consent of department chair). Individual
instruction for development of technique and
learning of appropriate repertoire. (May be repeated
once for degree credit. Students must complete 2
semesters of this course before enrolling in the next
level.)
AMUS 161
Brass Instruments I. (1-2) (Prereq: consent of
department chair) Individual instruction for
development of technique and learning of
appropriate repertoire. Not for beginners. (May be
repeated once for degree credit. Students must
complete 2 semesters of this course before enrolling
in the next level.)
AMUS 162
Brass Instruments II. (1-2) (Prereq: AMUS 161
and consent of department chair). Individual
instruction for development of technique and
learning of appropriate repertoire. (May be repeated
once for degree credit. Students must complete 2
semesters of this course before enrolling in the next
level.)
AMUS 173
Introduction to Music. (3) Open to all students
who are interested in gaining a comprehensive
understanding of music through a development of
intelligent listening. Representative masterpieces
from the Middle Ages through the Twentieth Century
will be studied within an historical framework.
AMUS 175
World Music. (3) Explores the music of Asia,
Africa, the Middle East, Indonesia, and the
indigenous cultures of North and South America and
Eastern Europe. Musical styles, instruments, and
tonal systems will be studied through extensive
listening. No formal music skill required. (Satisfies
Non-Western World Studies requirement and
Humanities requirement.)
AMUS 183
Athletic Band I. (1) Rehearsal and performance of
athletic band music with participation in public
performances for athletic events and civic functions.
(May be repeated for degree credit for a total of 2
hours.)
AMUS 184
University Band I. (1) Rehearsal and performance
of band music with participation in off-campus
concerts. May be repeated for degree credit for a
total of 2 hours.
AMUS 185
University Choir I. (1) The student will study and
apply concepts of artistic choral singing including
balance, blend, intonation, tone, and interpretation
while experiencing a wide variety of musical styles
from the Renaissance to the Twentieth Century and
participating in public performances of the
University Choir. May be repeated for degree credit
for a total of 2 hours.
AMUS 186
Masterworks Chorale I. (1) The Masterworks
Chorale is intended to develop vocal skills, musical
literacy, and musical understanding through the
choral experience. The Masterworks Chorale will
perform repertoire consisting of sacred and secular
literature with an emphasis upon the masterworks of
renowned composers. Students are expected to have
had musical experience at the high school level or
above. May be repeated for degree credit for a total
of two hours.
AMUS 187
Jazz Band I. (1) (Prereq: Permission of instructor;
Coreq: AMUS 184 (for Music Education and Fine
Arts majors only)) Rehearsal and performance of
jazz music. May be repeated for degree credit for a
total of two hours.
AMUS 188
Canticum Novum I. (1) (Prereq: By Audition;
Coreq: AMUS 185) Canticum Novum is an auditioned
ensemble specializing in the performance of early
music as well as contemporary literature appropriate
for the small ensemble. This is the primary ensemble
for performances within the community of Aiken
and the surrounding area. Students in Canticum
Novum also maintain membership in the University
Concert Choir. May be repeated for degree credit for
a total of two hours.
AMUS 195
Music Technology. (2) (Prereq: AMUS 197)
Introductory course in the application of music
technology. Topics include sound synthesis,
individual projects in computer composition and
performance, computer-assisted instruction in music,
music notation, music sequencing and MIDI (musical
instrument digital interface), sampling, and multimedia. This course contains a substantial technology
component.
AMUS 196
Music Theory and Aural Techniques I. (4)
Written and analytical applications of major and
minors scales and harmonic structures to principles
of voice leading, part-writing in root position,
harmonic progression, musical form, and species
counterpoint as examined and evaluated in
representative repertoire of the 16th-18th Century.
Application of functional keyboard skills appropriate
to level of study. Computer-assisted instruction.
AMUS 197
Music Theory and Aural Techniques II. (4)
(Prereq: AMUS 196 with grade of C or better) A
continuation of and expansion on the techniques and
materials presented in AMUS 196. Written and
analytical applications include tonal organization in
music of the 18th and 19th centuries with emphasis
on triads in first and second inversion, musical form,
non-chord tones, uses of dominant seventh chord,
and secondary dominant chords. Application of
functional keyboard skills appropriate to level of
study. Computer-assisted instruction.
AMUS 203
Class Voice Instruction and Methods. (1)
(Prereq: Admission to the Professional Program in
Music Education) Instruction includes study of
repertory, individual work on technical and musical
problems, performing experience, and intensive
understanding of teaching strategies at various levels
unique to the individual voice.
87
AMUS 204
AMUS 205
AMUS 287
Diction II. (1) A study of the physical factors in the
production of vowel and consonant sounds in French
and German. Emphasis is on accuracy and clarity in
pronunciation for singers aided by the study of
phonetics and the international phonetic alphabet.
Jazz Band II. (1) (Prereq: Permission of instructor;
Coreq: AMUS 184 (for Music Education and Fine
Arts majors only)) Continued rehearsal and
performance of jazz music. May be repeated for
degree credit for a total of two hours.
AMUS 288
Canticum Novum II. (1) (Prereq: AMUS 188 and
by audition; Coreq: AMUS 285) Canticum Novum is
an auditioned ensemble specializing in the
performance of early music as well as contemporary
literature appropriate for the small ensemble. This is
the primary ensemble for performances within the
community of Aiken and the surrounding area.
Students in Canticum Novum also maintain
membership in the University Concert Choir. May
be repeated for degree credit for a total of two hours.
AMUS 296
Music Theory and Aural Techniques III. (4)
(Prereq: AMUS 197 with grade of C or better) A
continuation of and expansion on the techniques and
materials presented in AMUS 197. Written and
analytical applications of secondary leading-tone
chords, diatonic common-chord modulations,
advanced modulations, binary and ternary forms,
mode mixture, Neapolitan chord, augmented sixth
chords, and enharmonic modulations. Introduction
to orchestration. Application of functional keyboard
skills appropriate to level of study. Computerassisted instruction.
AMUS 297
Music Theory and Aural Techniques IV. (4)
(Prereq: AMUS 296 with grade of C or better) A
continuation of and expansion on the techniques and
materials presented in AMUS 296. Written and
analytical applications of extended chords, shifting
keys, expanded tonality, Impressionism, pandiatonicism, set theory, twelve tone technique, total
serialization, and aleatory music. Application of
functional keyboard skills and orchestration
appropriate to level of study. Computer-assisted
instruction.
AMUS 298
Applied Composition. (1-2) (Prereq: AMUS 297 or
permission of instructor) Individual instruction in
the process of composition with attention to
creativity. (May be repeated for degree credit.)
AMUS 301
Voice III. (1-2) (Prereq: AMUS 102 and permission
of department chair) Continuation of individual
instruction for development of technique and
learning appropriate repertoire. (May be repeated
once for degree credit. Students must complete 2
semesters of this course before enrolling in the next
level.)
AMUS 302
Voice IV. (1-2) (Prereq: AMUS 301 and permission
of department chair) Continuation of individual
instruction for development of technique and
learning appropriate repertoire. (May be repeated
for degree credit.)
AMUS 305
Psychology of Music. (3) (Prereq: APSY 101 and
either AMUS 173 or 175) The study of the
experimental and theoretical issues pertaining to the
sensory, perceptual, cognitive, and behavioral factors
which are involved in listening to and performing
music. The course will include topics such as the
perception of tone and rhythm, musical meaning,
and the social psychology of music. Course is crosslisted in Psychology and Visual and Performing Arts
AMUS 214
Class Percussion Instruction and Methods. (1)
(Prereq: Admission to the Professional Program in
Music Education) Instruction includes study of
repertory, individual work on technical and musical
problems, performing experience, and intensive
understanding of teaching strategies at various levels
unique to the individual instruments.
AMUS 243
Class String Instruction and Methods. (1)
(Prereq: Admission to the Professional Program in
Music Education) Instruction includes study of
repertory, individual work on technical and musical
problems, performing experience, and intensive
understanding of teaching strategies at various levels
unique to the individual instruments.
AMUS 253
Class Woodwind Instruction and Methods. (1)
(Prereq: Admission to the Professional Program in
Music Education) Instruction includes study of
repertory, individual work on technical and musical
problems, performing experience, and intensive
understanding of teaching strategies at various levels
unique to the individual instruments.
AMUS 263
Class Brass Instruction and Methods. (1)
(Prereq: Admission to the Professional Program in
Music Education) Instruction includes study of
repertory, individual work on technical and musical
problems, performing experience, and intensive
understanding of teaching strategies at various levels
unique to the individual instruments.
AMUS 283
Athletic Band II. (1) (Prereq: AMUS 183 or
consent of instructor) Continuation of rehearsal and
performance of athletic band music with
participation in public performances for athletic
events and civic functions. (May be repeated for
degree credit for a total of 2 hours.)
AMUS 284
University Band II. (1) (Prereq: AMUS 184 or
consent of instructor) Continuation of rehearsal and
performance of band music with participation in
public performances for athletic events and civic
functions. (May be repeated for degree credit for a
total of 2 hours.)
AMUS 285
University Choir II. (1) (Prereq: AMUS 185 or
consent of instructor) Continued study of
development and applied concepts of artistic choral
singing including balance, blend, intonation, tone, and
interpretation while experiencing a wide variety of
musical styles from the Renaissance to the Twentieth
Century and participating in public performances of
the University Choir. (May be repeated for degree
credit for a total of 2 hours.)
AMUS 286
88
had musical experience at the high school level or
above. May be repeated for degree credit for a total
of two hours.
Diction I. (1) A study of the physical factors in the
production of vowel and consonant sounds in Italian
and Latin. Emphasis is on accuracy and clarity in
pronunciation for singers aided by the study of
phonetics and the international phonetic alphabet.
Masterworks Chorale II. (1) (Prereq: AMUS 186)
Continued development of vocal skills, musical
literacy, and musical understanding through the
choral experience. The Masterworks Chorale will
perform repertoire consisting of sacred and secular
literature with an emphasis upon the masterworks of
renowned composers. Students are expected to have
Department and will count for credit in one but not
both fields.
AMUS 312
Percussion Instruments III. (1-2) (Prereq: AMUS
113 and permission of department chair)
Continuation of individual instruction for
development of technique and learning appropriate
repertoire. (May be repeated once for degree credit.
Students must complete 2 semesters of this course
before enrolling in the next level.)
AMUS 313
Percussion Instruments IV. (1-2) (Prereq: AMUS
312 and permission of department chair)
Continuation of individual instruction for
development of technique and learning appropriate
repertoire. (May be repeated for degree credit.)
AMUS 321
Organ III. (1-2) (Prereq: AMUS 122 and permission
of department chair) Continuation of individual
instruction for development of technique and
learning appropriate repertoire. (May be repeated
once for degree credit. Students must complete 2
semesters of this course before enrolling in the next
level.)
AMUS 322
Organ IV. (1-2) (Prereq: AMUS 321 and permission
of department chair) Continuation of individual
instruction for development of technique and
learning appropriate repertoire. (May be repeated
for degree credit.)
AMUS 330
Conducting. (1) (Prereq: AMUS 296) Basic
conducting technique for use with vocal and
instrumental ensembles. Course covers fundamentals
such as beat patterns, baton technique,
transpositions, clef reading, keyboard realization,
score reading and analysis, cueing, subdivisions,
fermatas, releases, and interpretation. The class will
function as an ensemble, and each student will
conduct repertoire of varied style periods
approximately once each week. Peer and selfevaluation through observation and video tapes.
Effective rehearsal strategies and organizational
matters will be addressed.
AMUS 331
Advanced Conducting. (2) (Prereq: AMUS 330)
Advanced conducting technique for use with vocal
and instrumental ensembles. Course covers
conducting accompaniments, contemporary scores,
performance techniques, logistical considerations,
musical theater, and the jazz ensemble. The class will
function as an ensemble, and each student will
conduct repertoire of varied style periods
approximately once each week. Peer and selfevaluation through observation and video tapes.
AMUS 333
Piano III. (1-2) (Prereq: AMUS 134 and permission
of department chair) Continuation of individual
instruction for development of technique and
learning appropriate repertoire. (May be repeated
once for degree credit. Students must complete 2
semesters of this course before enrolling in the next
level.)
AMUS 334
Piano IV. (1-2) (Prereq: AMUS 333 and permission
of department chair) Continuation of individual
instruction for development of technique and
learning appropriate repertoire. (May be repeated
for degree credit.)
AMUS 341
String Instruments III. (1-2) (Prereq: AMUS 142
and permission of department chair) Continuation
of individual instruction for development of
technique and learning appropriate repertoire. (May
be repeated once for degree credit. Students must
complete 2 semesters of this course before enrolling
in the next level.)
AMUS 342
String Instruments IV. (1-2) (Prereq: AMUS 341
and permission of department chair) Continuation
of individual instruction for development of
technique and learning appropriate repertoire. (May
be repeated for degree credit.)
AMUS 351
Woodwind Instruments III. (1-2) (Prereq: AMUS
152 and permission of department chair)
Continuation of individual instruction for
development of technique and learning appropriate
repertoire. (May be repeated once for degree credit.
Students must complete 2 semesters of this course
before enrolling in the next level.)
AMUS 352
Woodwind Instruments IV. (1-2) (Prereq: AMUS
351 and permission of department chair)
Continuation of individual instruction for
development of technique and learning appropriate
repertoire. (May be repeated for degree credit.)
AMUS 361
Brass Instruments III. (1-2) (Prereq: AMUS 162
and permission of department chair) Continuation
of individual instruction for development of
technique and learning appropriate repertoire. (May
be repeated once for degree credit. Students must
complete 2 semesters of this course before enrolling
in the next level.)
AMUS 362
Brass Instruments IV. (1-2) (Prereq: AMUS 361
and permission of department chair) Continuation
of individual instruction for development of
technique and learning appropriate repertoire. (May
be repeated for degree credit.)
AMUS 371
History of Western Music I. (3) A study of music
and its place in western civilization from the middle
ages through the baroque.
AMUS 372
History of Western Music II. (3) A study of music
and its place in western civilization from the 18th
century to the present.
AMUS 373
Survey of the Opera. (3) A survey of the literature
of Baroque, Classic, Romantic and modern opera,
with special attention given to most prominent
works from each school. Extensive use of recorded
examples.
AMUS 374
History of American Music. (3) A broad survey of
music in America from Colonial times to the present.
Topics include music in early North America, popular
music, jazz, theater and film music, opera, and
concert music.
AMUS 383
Athletic Band III. (1) (Prereq: AMUS 283 or
consent of instructor) Continuation of rehearsal and
performance of athletic band music with
participation in public performances for athletic
events and civic functions. (May be repeated for
degree credit for a total of 2 hours.)
AMUS 384
University Band III. (1) (Prereq: AMUS 284 or
consent of instructor) Continuation of rehearsal and
performance of band music with participation in
public performances for athletic events and civic
functions. (May be repeated for degree credit for a
total of 2 hours.)
89
AMUS 385
AMUS 386
University Choir III. (1) (Prereq: AMUS 285 or
consent of instructor) Continued study of
development and applied concepts of artistic choral
singing including balance, blend, intonation, tone, and
interpretation while experiencing a wide variety of
musical styles from the Renaissance to the Twentieth
Century and participating in public performances of
the University Choir. (May be repeated for degree
credit for a total of 2 hours.)
Masterworks Chorale III. (1) (Prereq: AMUS 286)
Continued development of vocal skills, musical
literacy, and musical understanding through the
choral experience. The Masterworks Chorale will
perform repertoire consisting of sacred and secular
literature with an emphasis upon the masterworks of
renowned composers. Students are expected to have
had musical experience at the high school level or
above. May be repeated for degree credit for a total
of two hours.
AMUS 387
Jazz Band III. (1) (Prereq: Permission of instructor;
Coreq: AMUS 184 (for Music Education and Fine
Arts majors only)) Continued rehearsal and
performance of jazz music. May be repeated for
degree credit for a total of two hours.
AMUS 388
Canticum Novum III. (1) (Prereq: AMUS 288 and
by audition; Coreq: AMUS 385) Canticum Novum is
an auditioned ensemble specializing in the
performance of early music as well as contemporary
literature appropriate for the small ensemble. This is
the primary ensemble for performances within the
community of Aiken and the surrounding area.
Students in Canticum Novum also maintain
membership in the University Concert Choir. May
be repeated for degree credit for a total of two hours.
AMUS 392
Selected Topics in Music Theory, Performance
and Studio. (1-3) Topics in music theory,
performance and studio to be announced by suffix
and title in the schedule of classes.
AMUS 393
Selected Topics in Music History. (1-3) Topics in
music history to be announced by suffix and title in
the schedule of classes.
AMUS 397
Orchestration and Arranging. (2) (Prereq: AMUS
297) Study of instrumentation and orchestration in
various styles as applied to bowed and plucked string
instruments, woodwinds, brass instruments,
percussion, and keyboard instruments. Topics include
transcription, transpositions, ranges, score analysis,
score and part preparation, scoring for instrumental
sections (alone and in combination), full orchestra
and band. Includes individual projects in
composition, arranging and orchestration.
AMUS 398
Form and Analysis. (2) (Prereq: AMUS 297)
Traditional techniques of musical form and their
applications in historical and contemporary styles.
Forms examined include binary, ternary, rondo,
sonata, concerto, ostinato, variations, suite, and
fugue.
AMUS 399
Independent Study. (1-6) (Prereq: consent of
instructor) Independent study in music.
AMUS 483
Athletic Band IV. (1) (Prereq: AMUS 383 or
consent of instructor) Continuation of rehearsal and
performance of athletic band music with
participation in public performances for athletic
events and civic functions. (May be repeated for
degree credit.)
90
AMUS 484
University Band IV. (1) (Prereq: AMUS 384 or
consent of instructor) Continuation of rehearsal and
performance of band music with participation in
public performances for athletic events and civic
functions. (May be repeated for degree credit for a
total of 2 hours.)
AMUS 485
University Choir IV. (1) (Prereq: AMUS 385 or
consent of instructor) Continued study of
development and applied concepts of artistic choral
singing including balance, blend, intonation, tone, and
interpretation while experiencing a wide variety of
musical styles from the Renaissance to the Twentieth
Century and participating in public performances of
the University Choir. (May be repeated for degree
credit.)
AMUS 486
Masterworks Chorale IV. (1) (Prereq: AMUS 386)
Continued development of vocal skills, musical
literacy, and musical understanding through the
choral experience. The Masterworks Chorale will
perform repertoire consisting of sacred and secular
literature with an emphasis upon the masterworks of
renowned composers. Students are expected to have
had musical experience at the high school level or
above. (May be repeated for degree credit.)
AMUS 487
Jazz Band IV. (1) (Prereq: Permission of instructor)
Continued rehearsal and performance of jazz music.
(May be repeated for degree credit.)
AMUS 488
Canticum Novum IV. (1) (Prereq: AMUS 388 and
by audition) Canticum Novum is an auditioned
ensemble specializing in the performance of early
music as well as contemporary literature appropriate
for the small ensemble. This is the primary ensemble
for performances within the community of Aiken
and the surrounding area. Students in Canticum
Novum also maintain membership in the University
Concert Choir. (May be repeated for degree credit.)
Music Education (AEDM)
AEDM 446
Music Curriculum Design and Learning
Strategies. (3) (Prereq: Admission to the
Professional Program in Music Education; Coreq:
AEDM 460) The historical, sociological,
philosophical, and psychological foundations of P-12
curriculum development, planning, and learning
strategy design. Emphasis will be placed upon current
methodologies, problem-solving skills, and critical
and creative thinking as a framework for music
learning at all levels. Practical application of
learning strategies will involve the use of modern
media, technology, instruments, and other materials
that facilitate the teaching-learning process. Course
includes individual curriculum design project.
AEDM 456
Teaching Choral Music in High School. (3)
(Prereq: Admission to the Professional Program in
Music Education; Coreq: AEDM 462) Rehearsal
strategies, procedures, materials and methods as they
apply to teaching choral music in the high school.
Student is required to work with a master teacher in
the schools for selected activities in a corequisite
practicum. Also open to music degreed students
seeking teacher certification.
AEDM 457
Teaching Instrumental Music in High School.
(3) (Prereq: Admission to the Professional Program
in Music Education; Coreq: AEDM 462) Rehearsal
strategies, procedures, materials and methods as they
apply to teaching instrumental music in the high
school. Student is required to work with a master
teacher in the schools for selected activities in a
corequisite practicum. Also open to music degreed
students seeking teacher certification.
AEDM 460
AEDM 462
AEDM 470
AEDM 476
Practicum I. (1) (Prereq: AEDC 310 or AEDS 311
or AEDC 110L and Admission to the Professional
Program in Music Education; Coreq: AEDM 446)
This course focuses on observation and analysis of
classroom management practices, characteristics of
the P-12 curriculum, and implementation of
appropriate teaching strategies. The student is
required to work in the schools with a master teacher
in the student’s subject field and in informal
educational settings or community-based programs.
Also open to music degreed students seeking
certification.
Practicum II. (1) (Prereq: AEDM 460; Coreq:
AEDM 456 or AEDM 457) In this course, students
will participate in supervised application of
classroom instructional methods, evaluative
techniques and classroom management skills in
clinical settings. The student is required to work in
the schools with a master teacher in the student’s
subject field and in informal educational settings or
community-based programs. Also open to music
degreed students seeking certification.
Internship in Music Education. (12) (Prereq:
Admission to the Professional Program and
Internship in Music Education; Coreq: AEDM 476) A
program of observation and teaching in the public
schools under the supervision of university and public
school personnel.
arranged with the instructor. (Course may be
repeated for a maximum of 2 credits).
ATHE 227
Costume Studio Laboratory. (1) Supervised
participation as a costume technician in theatrical
production. Specific hours and activities will be
arranged with the instructor. (Course may be
repeated for a maximum of 2 credits).
ATHE 228
Stage Management Laboratory. (1) Supervised
participation as a Stage Manager in theatrical
production. Specific hours and activities will be
arranged with the instructor. (Course may be
repeated for a maximum of 2 credits).
ATHE 229
Theatre Management Laboratory. (1) Supervised
participation in theatre management for theatrical
production. Specific hours and activities will be
arranged with the instructor. (Course may be
repeated for a maximum of 2 credits).
ATHE 251
Scenic Production Techniques. (3) (Prereq:
ATHE 151 or permission of the instructor; Coreq:
ATHE 221) A study of the techniques and structural
concepts involved in the execution of theatrical
scenery, this course covers topics including: two and
three-dimensional scenic units, overhead rigging,
making and interpreting construction drawings and
scene changing devices.
ATHE 253
Stage Lighting Design and Technology. (3)
(Prereq: ATHE 151 or permission of the instructor;
Coreq: ATHE 223) A study of the fundamental
concepts and technology involved in the creation
and execution of theatrical lighting designs, this
course covers topics including: qualities and
functions of stage lighting, distribution techniques,
color theory, research techniques, instrumentation,
design process, graphics, paperwork and electrical
theory. This course contains a substantial
technology component and satisfies the technology
arts option for the Bachelor of Arts - Major in Fine
Arts.
ATHE 254
Scenic Design and Theatrical Graphics. (3)
(Prereq: ATHE 151 or permission of the instructor)
A study of the fundamental concepts and graphic
techniques involved in the communication of
theatrical scenic designs, this course covers topics
including: design elements, research techniques,
CADD drafting, perspective rendering and modeling
techniques. This course contains a substantial
technology component and satisfies the technology
arts option for the Bachelor of Arts - Major in Fine
Arts.
ATHE 257
Theatrical Costume Design and Production. (3)
(Prereq: ATHE 151 or permission of the instructor;
Coreq: ATHE 227) A study of the fundamental
concepts, graphic techniques and construction
methods involved in the communication and
execution of theatrical costume designs, this course
covers topics including: design elements, research
techniques, history, rendering, patterning and
stitching.
ATHE 274
Beginning Modern Theatrical Dance. (1)
Fundamental skills and terminology through creative
movement, patterns, and improvisation.
ATHE 353
Lighting Design Studio. (3) (Prereq: ATHE 253)
A project-oriented study of lighting design
techniques, this course concentrates on developing
script analysis, research, and rendering techniques
through mentored and collaborative project work.
Senior Seminar. (3) (Prereq: Admission to the
Professional Program and Internship in Music
Education; Coreq: AEDM 470) The synthesis and
critical evaluation of professional studies in music
education.
Theatre (ATHE)
ATHE 151
Fundamentals of Theatrical Production. (3) A
survey of the basic skills required to participate safely
and actively in the execution of design and technical
elements of a theatrical production. Basic skill sets
covered include costuming, lighting, sound, carpentry
and painting.
ATHE 161
Introduction to Theatre Art. (3) Understanding
and criticism of dramatic literature, history and
production.
ATHE 170
Fundamentals of Acting I. (3) The technique of
body and voice control; improvisations;
interpretation of characters: characterization applied
to scenes.
ATHE 220
Performance Laboratory. (1) Supervised
participation as a performer in a theatre production.
Specific hours and activities will be arranged with the
instructor. (Course may be repeated for a maximum
of 2 credits).
ATHE 221
Scene Studio Laboratory. (1) Supervised
participation as a scenic technician in theatrical
production. Specific hours and activities will be
arranged with the instructor. (Course may be
repeated for a maximum of 2 credits).
ATHE 223
Lighting Studio Laboratory. (1) Supervised
participation as a lighting technician in theatrical
production. Specific hours and activities will be
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ATHE 354
Scenic Design Studio. (3) (Prereq: ATHE 254) A
project-oriented study of scenic design techniques,
this course concentrates on developing script
analysis, research, and rendering techniques through
mentored and collaborative project work.
ATHE 357
Costume Design Studio. (3) (Prereq: ATHE 257)
A project-oriented study of costume design
techniques, this course concentrates on developing
script analysis, research, collaboration and rendering
techniques through mentored and collaborative
project work.
ATHE 361
History of Theatre I. (3) (Prereq: ATHE 161) A
survey of plays, playwrights, actors, production and
the physical development of Theatres. Reading of
representative plays required. From the time of
Greeks to 1660.
ATHE 362
History of Theatre II. (3) (Prereq: ATHE 361) A
continuation of a survey of plays, playwrights,
actors, production and the physical development of
Theatres; reading of representative plays required.
From 1660 to present.
ATHE 370
ATHE 372
ATHE 374
Intermediate Acting. (3) (Prereq: ATHE 170) A
continuation of scene study and character
development. (Students who received credit for
ATHE 171 may not take this course for credit.)
Fundamentals of Movement in the Performing
Arts. (1) An introduction to basic physical skills,
including relaxation, flexibility and manipulation of
the body at rest and in motion. The course will train
performers in methods for placing the body and using
the stage. (May be repeated for up to 3 hours credit.)
Intermediate Modern Theatrical Dance. (1)
(Prereq: ATHE 274). Continuation of ATHE 274,
increased dance skills through creative movement,
patterns, improvisations, and compositional
problems. (May be repeated for degree credit for a
total of 3 hours.)
ATHE 454
Advanced Scenic Design Studio. (3) (Prereq:
ATHE 354) An advanced project-oriented study of
scenic design techniques, this course concentrates on
providing experience in a wide variety of theatrical
genres (i.e. multi-set musicals, dance, opera and nontheatre events) through mentored and collaborative
project work.
ATHE 455
Stage Management. (3) (Prereq: ATHE 155, 170,
288) A practical study of the principles and
procedures of stage management for the theatre.
ATHE 457
Advanced Costume Design Studio. (3) (Prereq:
ATHE 357) An advanced project-oriented study of
costume design techniques, this course concentrates
on providing experience in a wide variety of
theatrical genres (i.e. multi-set musicals, dance, opera
and non-theatre events) through mentored and
collaborative project work.
ATHE 478
Play Direction. (3) (Prereq: ATHE 370 and ATHE
455 or permission of instructor) A study of
principles, procedures, and practice of stage
direction, with selection, analysis, casting, and
rehearsal of a one-act play to be presented in the
O’Connell Theatre. Offered spring semester of odd
numbers years only.
ATHE 522
Creative Drama. (3) Methods and techniques in
developing and leading informal dramatic activity
with children.
ATHE 526
Children’s Theatre. (3) (Prereq: consent of
instructor) Special problems in producing plays for
child audiences.
ATHE 529
Theatre Management. (3) Problems involved in
organizing, administering and promoting the nonprofessional theatre.
ATHE 570
Advanced Acting. (3) (Prereq: ATHE 170, 370)
Theory and practice in the development of a role
and an understanding of the audience-actor
relationship.
ATHE 575
Rehearsal and Performance. (3) (Prereq: consent
of instructor) An intensive laboratory course in
repertory theatre.
ATHE 375
Beginning Ballet. (1)
ATHE 376
Intermediate Ballet I. (1) (Prereq: ATHE 375 or
consent of instructor.)
ATHE 377
Intermediate Ballet II. (1) (Prereq: ATHE 376 or
consent of instructor. May be repeated for degree
credit for a total of 3 hours.)
ATHE 576
Rehearsal and Performance. (3) (Prereq: consent
of instructor) An intensive laboratory course in
repertory theatre.
ATHE 378
Beginning Jazz Dance. (1) (Prereq: none)
Performance of Jazz dance and its styles from its
origins to its use of the contemporary stage.
ATHE 596
Directed Internship in Theatre. (3) (Prereq:
ATHE 155, 288, 170, 370, 575 and consent of
instructor) Supervised Professional Experience in
Theatre. (contract required)
ATHE 379
Intermediate Jazz Dance. (1) (Prereq: ATHE 378)
Development of Jazz movement and styles. Control,
rhythm, and continuity are emphasized. A
continuation of ATHE 378.
ATHE 398
Topics in Theatre. (3) (Prereq: permission of
instructor) Study of selected topics in theatre.
Individual title and suffix to be announced with each
topic.
ATHE 399
Independent Study. (3-6) (Prereq: permission of
instructor)
ATHE 453
Advanced Lighting Design Studio. (3) (Prereq:
ATHE 353) An advanced project-oriented study of
lighting design techniques, this course concentrates
on providing experience in a wide variety of
theatrical genres (i.e. multi-set musicals, dance, opera
and non-theatre events) through mentored and
collaborative project work.
92
AHUM 201
Peace Studies. (3) An introduction to peace studies
from the perspective of several academic disciplines.
Topics may include the causes of war, ethical and
religious perspectives on peace, economic causes and
consequences of conflict, and theories and
practicalities of conflict resolution as they have been
understood in a variety of cultures and traditions.
AHUM 202
African American Studies. (3) A comparative
study of the history, politics and the arts of Africa
and African America. Emphasis will be on the crosscultural influences between Africans and AfricanAmericans and the influence of the forced dispersal
of the African people on American culture.
AHUM 211
Issues in Women’s Studies. (3) This course is an
interdisciplinary approach to the issues affecting
women in contemporary society from the
perspective of literature, politics, philosophy,
sociology, religion, communication and history.
AHUM 301
Topics in Peace Studies. (3) (Prereq: Sophomore
standing) An examination of one or more peacerelated topics (e.g., conflict resolution, negotiation,
forgiveness, human rights, poverty, social justice,
literature of peace).
O T H E R C OURSES OF F E R E D B Y TH E
C O L L E G E OF HUMANITIES A N D
SOCIAL SCIENCES
Academic Support
AFYS 101
ASUP 110
The First-Year Seminar. (1) An examination of
the culture of academic life with emphasis on
observing, analyzing, and incorporating strategies for
college achievement. (Elective credit only)
Emerging Leader. (2) (Prereq: Consent of
instructor, 2.5 gpa, and previous leadership
experience) This course will offer an introduction to
leadership development by examining a variety of
leadership skills, with an emphasis on leadership
styles. Through several assignments, students will
actively examine their own abilities and develop
critical skills needed to become a leader in their
communities.
ASUP 210
Citizen Leadership. (2) (Prereq: 30 credit hours)
This course provides the opportunity to apply
leadership theory to active service learning
experiences. Students will look at citizenship from a
variety of perspectives and will reflect on their own
roles as leaders and citizens. This course uses the
PARE model (Preparation, Action, Reflection, and
Evaluation) to develop critical thinking skills.
ASUP 410
The Senior Year Experience. (1) (Prereq: 75
credit hours) A study of the various transition issues
faced as students move from college into the world of
employment. Emphasis will be placed on the areas
of job searching, skill development, and workplace
related issues (workplace ethics, sexual harassment,
discrimination, etc.). The class will also focus on
how an individual’s college experience has prepared
him/her for life after graduation.
Human Services
ASHS 201
Introduction to Human Services. (3) (Prereq:
ASCY 101) An overview of the social services
approach to human problems. The course will include
discussion of types of aid and human service agencies
currently available in the United States and will
examine basic philosophies and practices used in
social services. (The course is required for sociology
majors electing a concentration in human services. It
may not be used to satisfy the general education
requirement in social sciences.)
Humanities
AHUM 107
Southern Studies. (3) “Southern Studies” is an
interdisciplinary study of the South since the Civil
War. Utilizing the skills of humanists and social
scientists, an overview of the Southern tradition,
changes, and recent political and social trends will be
made. Perspectives on the South will be presented
from the following fields as a minimum: history,
literature, music, political science, religion and
sociology. The course will utilize a team teaching
approach with numerous guest lecturers and
presentations.
93
College of Sciences
Edward J. Callen, Coordinator of the College Council
T
he College of Sciences consists of the Department of
Biology and Geology; the Department of Chemistry and
Physics; the Department of Exercise and Sports Science; the
Department of Mathematical Sciences; the Department of
Psychology, and the Ruth Patrick Science Education Center. The
College offers the Bachelor of Science degree with majors in Biology,
Chemistry, Exercise and Sports Science, Mathematics/Computer
Science, and Psychology and the Bachelor of Arts degrees in Biology
and Psychology. The College also offers a Master of Science degree
in Applied Clinical Psychology. The Ruth Patrick Science Education
Center offers practicing teachers instruction ranging from one-hour
workshops through formal graduate level (Graduate Regional Studies)
instruction.
Two- and three-year curricula in most scientific fields including allied
health sciences, engineering, geology and physics/astronomy are
available. These two-and three-year curricula are coordinated with
institutions of higher education such as USC Columbia, the Medical
University of South Carolina, Clemson University, the College of
Charleston, and the Medical College of Georgia where the student
transfers to finish a baccalaureate degree.
The College offers full pre-medical, pre-dental, pre-pharmacy and
pre-veterinary science curricula. One or more years in other preprofessional programs such as forestry, plant science and agronomy
also are available through the College.
College of Sciences Mission Statement
The mission of the USC Aiken College of Sciences is to create and
communicate scientific knowledge, serve as a community resource,
and provide instruction and programs that offer students opportunities to learn the history, principles, theories, and concepts of the
sciences through its teaching, scholarly activity, and service.
To that end, the College strives to:
•
Provide general education experiences in the natural
sciences, mathematical sciences, and psychology.
•
Provide current and responsive curricula in specialized
programs of study leading to baccalaureate degrees in
Biology, Chemistry, Exercise and Sports Science,
Mathematical Sciences, and Psychology; to a Master of
Science degree in Applied Clinical Psychology; and to
non-degree programs in Engineering, Geology, Physics,
Allied Health, and Pharmacy.
•
•
•
Provide classroom, laboratory, and other experiences
aimed at learning, practicing, and communicating the
sciences.
Provide students with academic experiences utilizing
appropriate facilities, equipment, instrumentation,
supplies, and information technology.
Continue the professional development of its faculty.
Ruth Patrick Science Education Center
Director
Gary J. Senn (Science Education/Biology), Ph.D., Florida Institute of
Technology, 1992
Mission Statement
The Ruth Patrick Science Education Center (RPSEC) is a cooperative effort between the University of South Carolina Aiken, business,
industry, the South Carolina Department of Education, and schools
in the Central Savannah River Area of South Carolina and Georgia.
The RPSEC challenges the present and inspires the future to effect
systemic change in science, mathematics, technology, and environmental education. Its hands-on approach to teaching endeavors to
help people experience the beauty, the order, and the power of
science and mathematics, as well as the interest and fun of discovery.
In order to promote lifelong learning and empower individuals to
make informed decisions, the RPSEC provides services to students,
educators, and the public. The RPSEC staff uses research-based
methods and materials, models effective instruction, and influences
the quality of science and mathematics education for students,
teachers, and the public.
Services
The RPSEC offers educational institutes, courses and workshops for
K-12 teachers that are designed both to enhance their knowledge of
math, science and technology and to sharpen their teaching skills.
Programs are also offered for K-12 students and their families to
encourage greater interest in science and mathematics. The RPSEC
emphasizes innovative, hands-on approaches that are intended to
excite and encourage students and teachers as they learn the content.
The RPSEC draws upon the expertise of professional educators,
engineers and scientists from colleges, industries, and schools
throughout the Central Savannah River Area to provide its services.
Services are delivered through the following units of the RPSEC:
Center of Excellence in Educational Technology (CEET) and
the DuPont Planetarium
Director Gary J. Senn (Science Education/Biology), Ph.D., Florida
Institute of Technology, 1992
DuPont Planetarium
Program Director Darlene C. Smalley (Geosciences), B.S., Pennsylvania State University, 1979
CSRA Mathematics and Science Regional Center
Coordinator Gloria W. Allen (Mathematics), M.Ed., University of
South Carolina, 1982
Allendale Professional Development School
Director Gwendolyn B. Johnson (Mathematics), M.Ed., University
of South Carolina, 1982
RPSEC Hands-on Student Programs
Director Deborah H. McMurtrie (Elementary Education), M.Ed.,
University of South Carolina, 1996
94
Traveling Science and Mathematics Demonstrations Program
(TSMDP)
Director John Hutchens (Community and Occupational Programs in
Education) M.Ed, University of South Carolina, 2001
Science and Technology Enrichment Program (STEP)
Lynn D. Wike (Aquatic Biology), Ph.D., University of Illinois, 1987
Douglas E. Wyatt (Geology), Ph.D., University of South Carolina,
1995
Distinguished Professors Emeriti
John D. Spooner (Entomology), Ph.D., University of Florida, 1964
John B. Westbrook (Zoology), Ph.D., University of Georgia 1972
Director Tara Jenkins (Foundations of Education), M.Ed, Troy State
University, 2004
Department Mission Statement
D E PA RT M E N T O F BIOLO G Y A N D GE O LO G Y
William H. Jackson, Jr., Department Chair
Professors
Allen J. Dennis (Geology), Ph.D., University of South Carolina,
1989, SCANA Chair in Physical Sciences
Hugh G. Hanlin (Zoology), Ph.D., Oregon State University, 1980
William A. Pirkle (Geology), Ph.D., University of North Carolina,
1972
Jeffrey M. Priest (Zoology/Wildlife Ecology), Ph.D., Southern
Illinois University, 1986
Harry E. Shealy, Jr. (Botany), Ph.D., University of South Carolina,
1972
Garriet W. Smith (Microbiology), Ph.D., Clemson University, 1981
The mission of the Department of Biology and Geology is to offer
the highest quality learning experiences to both majors and nonmajors. To that end, the curriculum contains both general education
courses and coursework that prepares students for graduate school,
professional school, or employment. We offer Bachelor of Science
and Bachelor of Arts degrees with a major in Biology. A minor in
Biology, a minor in Geology, or three years of Geology curriculum
transferable to other undergraduate institutions is also available.
Both Biology and Geology also offer concentrations in a Bachelor of
Interdisciplinary Studies degree.
Department Goals
Students of Biology and Geology at USCA are provided the
opportunity to understand concepts, conduct research, communicate
ideas, and accept responsibilities in a scientific setting. Majors and
non-majors study the history, laws, principles, and theories of
Biological and/or Geological sciences. By graduation, students of
Biology and Geology will have:
1. Worked productively within a group setting.
Associate Professors
Andrew R. Dyer, (Plant Ecology), Ph.D., University of California,
Davis, 1996
William H. Jackson, Jr., (Immunology), Ph.D., Medical College of
Georgia, 1995
James R. Yates (Molecular Genetics), Ph.D., State University of New
York at Albany, 1988
2. Used the scientific process to conduct and communicate
research of scientific concepts in both oral and written
format.
3. Discussed the history, principles, theories, and laws of
Biological and/or Geological sciences.
4. Performed laboratory and/or field exercises.
Assistant Professors
S. Michele Harmon, (Biology), Ph.D., University of South Carolina,
2003
Michelle L. Vieyra, (Biology), Ph.D., University of South Carolina,
2006
Derek A. Zelmer, (Biology), Ph.D., Wake Forest University, 1998
Senior Instructor
Karin L. Willoughby (Geology), M.S., Virginia Polytechnic Institute
and State University, 1975
Instructor
Stephanie J. Muga (Biochemistry), Ph.D., University of TexasAustin, 1995
Assessment
We use several methods to assess progress toward achieving our
goals:
1. course embedded activities that require students to demonstrate
their levels of learning, skills, and communication;
2. independent study courses and, for Biology majors, a senior
research project wherein students organize, analyze, and
interpret information, make decisions, and perform other
activities necessary to initiate and complete an independent
scientific investigation culminating in written and oral reports;
3. a senior major field achievement test in Biology;
4. a senior exit interview; and
5. an alumni survey.
Laboratory Manager/Instructor
Biology
Bradley D. Reinhart (Environmental Toxicology), M.S., University
of Georgia, 2003
The Biology Program offers students the opportunity to learn
concepts, conduct research, communicate ideas, and accept
responsibilities in a scientific setting. Biology majors and nonmajors study the history, laws, principles, and theories of the
biological sciences. By the time of graduation, Biology majors will
have:
Lecturers
Jennifer Cannon (Physiology), Ph.D., Medical College of Georgia,
2006
Gene W. Eidson (Toxicology), Ph.D., Clemson University, 1989
Donald W. Imm (Botany), Ph.D., University of Georgia, 1990
Norris L. O’Dell (Biology), Ph.D., Medical College of Georgia, 1972,
D.M.D., Medical College of Georgia, 1975
Frank H. Syms (Geology), Ph.D., University of South Carolina, 2002
Robert Van Pelt (Geology), Ph.D., City University of New York,
1990
1. Worked productively within a group setting, recognizing the
roles of leader and group member.
2. Used the scientific process to conduct and communicate
research of biological concepts in both oral and written format.
3. Discussed the history, principles, theories, and laws of
biological sciences.
95
4. Performed common biological laboratory and field exercises
with minimal assistance from faculty.
5. Performed analytical procedures using scientific instruments
with computer interface.
to a research techniques lab course (ABIO 355) in response to
student interest and faculty expertise. All majors are required to
participate in our seminar series (ABIO 490/AGLY 490) prior to
graduation.
6. Analyzed data obtained from experiments or scientific
journals for their significance and relevance to the field of
Biology.
Students interested in a major in Biology at USC Aiken may obtain a
Bachelor of Science or a Bachelor of Arts degree. The requirements
for each are given below.
More information about the Biology Program’s mission, goals,
faculty research interests, student research opportunities,
employment opportunities, and advisement is presented in the
Department of Biology and Geology Student Handbook available
from faculty advisors or the Department Office. Also see our home
page on the World Wide Web at www.usca.edu/biogeo
Bachelor of Arts—Major in Biology
1.
General Education Requirements ................................ 55-62
A.
Skills and Competencies 1 ................................................................ 26-33
English 101 and 1022 ................................................................................................. 6
Composition/Composition and Literature
Math/Statistics/Logic .................................................... 6-13
(Biology majors MUST take a minimum of
one Calculus course and one Statistics
course as detailed below)
Calculus component:
The calculus component can be satisfied by
completing ONE of the following routes:
Placement into and successful completion of
AMTH 141; or ......................................... 4
Placement into and successful completion of
AMTH 122, or ......................................... 3
Placement into and successful completion of
AMTH 111 followed by completion of
AMTH 112 and AMTH 141; or ........... 1 0
Placement into and successful completion of
AMTH 111 followed by completion of
AMTH 122 ............................................... 6
Students who do not take the Math Placement
Test are required to successfully complete
AMTH 108 prior to beginning the Calculus
component.
It is recommended that all incoming students
take the Math Placement Test.
Statistics component: (choose one area)
ASTA 201, APSY 225 or ABUS 296 ............... 3
Computer Science (choose one of the following) ........... 3
ACSC 102, 145, 204, 205 or 206
Applied Speech Communication3 ................................................................ 3
ACOM 201, 241, 342
Languages4 ............................................................................................................................... 8
B.
Methods and History of Disciplines 5 ......................... 2 9
Natural Sciences ................................................................... 8
ACHM 111 and ACHM 112
Social and Behavioral Sciences (at least two areas) ......... 6
Psychology, Sociology, Anthropology,
Economics, Political Science, Geography
Humanities6 (at least two areas) ......................................... 9
Philosophy (not logic),
History, Literature, Fine Arts History,
Selected Language courses,
Humanities (AHUM acronym), Religion,
Communications (Last two digits in 50s or 60s),
Honors (AHON acronym)
History of Civilization (AHST 101 or AHST 102) ........ 3
American Political Institutions ......................................... 3
(APLS 201, AHST 201, or AHST 202)
Research and Teaching Facilities
The Department of Biology and Geology is housed in a modern,
well-equipped building with attached greenhouses and research
laboratories. The Department utilizes four additional teaching and
research facilities representing diverse habitats: one located at the
Highlands Biological Field Station, Highlands, N.C., a second located
at the Gerace Research Center on San Salvador Island, Bahamas,
W.I., a third at the Belle Baruch Marine Science Laboratory in
Georgetown, S.C., and a fourth at the Savannah River Environmental
Sciences Field Station, Savannah River Site, Aiken, S.C.
Curriculum
The Bachelor of Science and Bachelor of Arts degrees with a major
in Biology consists of five categories of courses to total a minimum
of 120 semester hours:
1.
General Education
Skills and Competencies ............................................... 26-33
2.
General Education
Methods and History of Discipline .................................... 2 9
3.
Courses in Major
(Biology Courses) ............................................................. 37-41
4.
Cognate Courses (BS) or Minor (BA)
(Upper level courses that support the major) .......... 12-19
5.
Elective Courses .................................................................. 1-15
Must be a minimum of 120 semester hours
It is the responsibility of each student to take the steps necessary to
meet all requirements for the degree.
Cognate
The cognate is a set of courses designed to support the Bachelor of
Science degree with a major in Biology. See Cognate course
description under the Bachelor of Science degree requirements.
Minor
A minor in a discipline other than Biology is required for the
Bachelor of Arts degree.
Undergraduate Research
The Department of Biology and Geology offers a series of
independent study and research courses designed to build student skills
and proficiency in critical thinking, decision making, interpretation
of data and written and oral communication. Students may begin as
Freshmen with ABIO 199 and continue through their Sophomore and
Junior years with ABIO 299 and 399. The series culminates with a
Senior Research course (ABIO 499). The Department also offers
Special Topics courses (ABIO 598 and AGLY 398, 598) in addition
96
2.
Major Requirements 7 ....................................................... 38-41
Biology 121, 122 .......................................................................... 8
Biology 350, 370 .......................................................................... 8
Two additional courses at the 300 - level (not 399) ................ 8
Two 500-level courses ............................................................. 6-8
Two additional courses at the 300-level or above
(no 598)* .................................................................................. 7-8
*ABIO 399 and 499 may be used for major credit, however
only five hours of biology credit can be obtained in this
way
Biology 490 or Geology 490 ...................................................... 1
3.
Minor ..................................................................................... 15-19
Requirements are prescribed by the college/school
that offers the minor program. See Department listings
for specific minor requirement. Courses taken toward
the minor cannot be counted toward major or general
education requirements, with the exception of free electives,
which may count toward the minor. All courses for the minor
must be passed with a grade of C or better. Students should
notify their advisor and the department chair of the minor
that is selected.
4.
Electives8,9 ................................................................................................................................ 1-11
Bachelor of Science—Major in Biology
1.
Total hours required 10 .................................................................. 120
1
For undergraduate writing proficiency, see Proficiency Portfolio in
Writing described on page 46.
2
Students must complete English 101 with a grade of C or better in
order to fulfill general education requirements. Students must also
complete AEGL 102 with a grade of C or better in order to fulfill
general education requirements and before taking other English
courses.
3
The following are considered Applied Speech Communication
courses: ACOM 201, ACOM 241, and ACOM 342.
4
Two (2) semesters of the same language. See degree program
requirements for Language study.
5
At least 3 hours must be in non-Western world studies, unless an
approved non-Western world studies course has been completed
elsewhere in the student’s degree program.
6
For a list of courses that will meet the Humanities general
education requirement, see page 31.
7
Students must have a minimum GPA of 2.0 in Biology courses to
graduate. In addition, a grade of C or better is required in Biology
121, 122, 350, and 370. No more than one D grade will be
accepted in required Biology courses. At least sixteen hours of the
Biology Major Requirements must be completed at USC Aiken.
8
No more than three hours of activity courses may be counted as
electives.
9
Physics 201 and 202 are highly recommended electives and are
required for admission into some professional schools.
10
Developmental courses will not count toward the 120 hour
requirement for a Bachelor of Arts with a Major in Biology.
General Education Requirements ................................ 55-62
A.
Skills and Competencies 1 ................................................................ 26-33
English 101 and 1022 ................................................................................................. 6
Composition/Composition and Literature
Math/Statistics/Logic .................................................... 6-13
(Biology majors MUST take a minimum of
one Calculus course and one Statistics
course as detailed below)
Calculus component:
The calculus component can be satisfied by
completing ONE of the following routes:
Placement into and successful completion of
AMTH 141; or ......................................... 4
Placement into and successful completion of
AMTH 122, or ......................................... 3
Placement into and successful completion of
AMTH 111 followed by completion of
AMTH 112 and AMTH 141; or ........... 1 0
Placement into and successful completion of
AMTH 111 followed by completion of
AMTH 122 ............................................... 6
Students who do not take the Math Placement
Test are required to successfully complete
AMTH 108 prior to beginning the Calculus
component.
It is recommended that all incoming students
take the Math Placement Test.
Statistics component: (choose one area)
ASTA 201, APSY 225 or ABUS 296 ............... 3
Computer Science (choose one of the following) ........... 3
ACSC 102, 145, 204, 205 or 206
Applied Speech Communication3 ................................................................ 3
ACOM 201, 241, 342
Languages4 ............................................................................................................................... 8
B.
Methods and History of Disciplines 5 ......................... 2 9
Natural Sciences ................................................................... 8
ACHM 111 and ACHM 112
Social and Behavioral Sciences (at least two areas) ......... 6
Psychology, Sociology, Anthropology,
Economics, Political Science, Geography
Humanities6 (at least two areas) ......................................... 9
Philosophy (not logic),
History, Literature, Fine Arts History,
Selected Language courses,
Humanities (AHUM acronym), Religion,
Communications (Last two digits in 50s or 60s),
Honors (AHON acronym)
History of Civilization (AHST 101 or AHST 102) ........ 3
American Political Institutions ......................................... 3
(APLS 201, AHST 201, or AHST 202)
2.
Major Requirements 7 ....................................................... 37-40
Biology 121, 122 .......................................................................... 8
Biology 350, 370 .......................................................................... 8
Another course at the 300 - level (not 399) ............................ 4
Two 500-level courses ............................................................. 6-8
Additional courses at the 300-level or above
(no 598)* .................................................................................. 7-8
*ABIO 399 may be used for up to 2 hours of biology credit
Biology 490 or Geology 490 ...................................................... 1
Biology 499 ................................................................................... 3
3.
Cognate (courses that support the major) ....................... 1 2
B.S. Biology majors must complete one of two
cognate concentrations:
Option 1. Geology Concentration
Option 1 consists of 12 hours taken from the following:
Three courses taken from the 300-, 400- or 500-level.........12
Students pursuing this cognate must first complete AGLY 101.
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Option 2. Physics/Organic Chemistry Concentration
Physics (201, 202 or 211, 212) ............................................. 4-8
Organic Chemistry (331, 331L, 332, 332L) ........................ 4-8
Option 2 can be satisfied by a combination of physics
and organic chemistry; however if only one of each is
taken, four additional hours may be obtained from
upper level chemistry, computer science, experimental
psychology, geology, mathematics, or statistics.
4.
Electives8,9 ............................................................................................................................... 7-15
Total hours required 10 .................................................................. 120
1
For undergraduate writing proficiency, see Proficiency Portfolio in
Writing described on page 46.
2
Students must complete English 101 with a grade of C or better in
order to fulfill general education requirements. Students must also
complete AEGL 102 with a grade of C or better in order to fulfill
general education requirements and before taking other English
courses.
3
The following are considered Applied Speech Communication
courses: ACOM 201, ACOM 241, and ACOM 342.
4
Two (2) semesters of the same language. See degree program
requirements for Language study.
5
At least 3 hours must be in non-Western world studies, unless an
approved non-Western world studies course has been completed
elsewhere in the student’s degree program.
6
For a list of courses that will meet the Humanities general
education requirement, see page 31.
7
Students must have a minimum GPA of 2.0 in Biology courses to
graduate. In addition, a grade of C or better is required in Biology
121, 122, 350, and 370. No more than one D grade will be
accepted in required Biology courses. At least sixteen hours of the
Biology Major Requirements must be completed at USC Aiken.
8
No more than three hours of activity courses may be counted as
electives.
9
Physics 201 and 202 are highly recommended electives and are
required for admission into some professional schools.
10
Developmental courses will not count toward the 120 hour
requirement for a Bachelor of Science with a Major in Biology.
Cognate in Geology
Those students wishing to complete a cognate in Geology should
choose from the following: Geology 311, 325, 331, 335, 336, 398,
401, 401L, 431, 500, 570, 571 and 598.
Minor in Geology
Majors in other disciplines may choose to support their major by
completing a minor in geology. Geology 101 (Physical Geology) is
the prerequisite for courses used toward a minor in geology. At least
seven hours toward the Geology minor must be completed at USC
Aiken. The Geology Minor consists of a minimum of 15 hours
drawn from the following:
AGLY 102 Historical Geology ............................................................. 4
AGLY 311 Paleontology ...................................................................... 4
AGLY 325 Depositional and Diagenetic Environments .................. 4
AGLY 331 Structural Geology ............................................................. 4
AGLY 335 Igneous and Metamorphic Environments ...................... 4
AGLY 336 Introduction to Geophysics .............................................. 4
AGLY 398 Topics in Geology .......................................................... 1-4
AGLY 401 Environmental Geomorphology ...................................... 3
AGLY 401L Environmental Geomorphology Laboratory .............. 1
AGLY 431 Southern Appalachian Geology ........................................ 4
AGLY 500 Field Geology ..................................................................... 6
AGLY 570 Environmental Hydrogeology ......................................... 3
AGLY 571 Environmental Hydrogeology Laboratory ..................... 1
AGLY 598 Advanced Topics in Geology ........................................ 1-4
Total hours required 1 ...................................................................... 1 5
1
All courses in the minor must be passed with a grade of C or better
BIS Concentration in Biology and Geology
A BIS program can be structured for students whose interests are in
both Biology and Geology. Such a program may be particularly
appropriate for students with interests in the study of the
environment. Students should contact the Director of BIS or the
chairperson of the Department of Biology and Geology for more
details.
Cognate in Biology
General Education Laboratory Requirement
Non-biology majors wishing to take a cognate in Biology should
choose courses from the 300 or 500 levels.
Minor in Biology
Non-Biology majors may choose to support their major by
completing a minor in Biology. Prerequisites for courses used toward
the minor in Biology are Biological Science I and II (ABIO 121 and
122). The Biology Minor consists of a minimum of 15 hours at or
above the 300-level. At least seven hours toward the Biology minor
must be completed at USC Aiken. We suggest that students seek the
advice of the Department of Biology and Geology Chair regarding
specific Biology courses best suited for their major.
It is Department policy that students not enroll in one-hour
independent study experiences to complete General Education Lab
Science requirements. Exceptions will not be granted.
Course Descriptions
Biology (ABIO)
ABIO 103
Plant Science. (4) Plant Science is designed to
introduce non-biology majors to science and the
scientific method through the concepts of botany.
The significance of plants, plant development,
physiology, genetics, evolution and ecology will be
considered. Three lecture hours and three lab hours
per week. This course satisfies the General Education
Laboratory Science requirement. Students who
earned credit for ABIO 200 may not earn credit for
ABIO 103.
ABIO 104
Human Biology. (4) Human biology is designed to
introduce non-biology majors to science and the
scientific method through the concepts of human
biology. Topics include an overview of human
anatomy and physiology, immunity and disease,
cancer biology, and genetics. Three lecture and three
laboratory hours per week. This course satisfies the
General Education Laboratory Science requirement.
Students who earned credit for ABIO 205 may not
earn credit for ABIO 104.
Geology
The first two to three years of course work leading to the Bachelor
of Science degree in Geology are available at USCA. Appropriate
courses at USCA for the geology major include general education
courses; Geology 101, 102, 311, 325, 331, 335, 336, 398, 401,
401L, 431, 500, 570, 571 and 598; and courses in mathematics,
chemistry or physics.
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ABIO 105
Genetics and Society. (4) Genetics and Society is
designed to introduce non-biology majors to science
and the scientific method through the concepts of
genetics. Basic genetic principles emphasizing
human heredity and the relevance of recent advances
in genetics will be considered. Three lecture and
three laboratory hours per week. This course
satisfies the General Education Laboratory Science
requirement. Students who earned credit for ABIO
206 may not earn credit for ABIO 105.
ABIO 299
Introduction to Biological Research II. (3)
(Prereq: ABIO 199, consent of instructor and biology
department approval). An independent study course
in which students will implement and complete a
research project. Oral and written results required.
This course is intended for freshman and sophomore
biology majors who have the capability and strong
desire to conduct biological research. (May not be
used to meet general education requirements or for
biology major credit.)
ABIO 106
Environmental Life Science. (4) Environmental
Life Science is designed to introduce non-biology
majors to science and the scientific method through
the concepts of ecology and environmental issues.
Although the specific focus of each section may
vary, all sections will address the basic biological and
ecological principles that govern organismal and
environmental interactions. Three lecture hours per
week and three laboratory hours per week. This
course satisfies the General Education Laboratory
Science requirement. Students who earned credit for
ABIO 270 may not earn credit for ABIO 106.
ABIO 302
Cell and Molecular Biology. (4) (Prereq: ABIO
121, ACHM 111, or consent of instructor).
Principles of prokaryotic and eukaryotic cell
structure, molecular organization, and physiology.
Genome organization and expression. Cell growth,
division, and cell-cell interactions. Three lecture and
three lab hours per week. (Spring)
ABIO 312
Invertebrate Zoology. (4) (Prereq: ABIO 122 and
sophomore standing) Phylogenetic and comparative
aspects of anatomy, physiology, reproduction and
embryology of invertebrate phyla of the animal
kingdom. Three lecture and three laboratory hours
per week. (Fall)
ABIO 315
Comparative Vertebrate Anatomy. (4) (Prereq:
ABIO 122 and sophomore standing) Phylogenetic
and comparative aspects of anatomy and
embryology. Three lecture and three laboratory hours
per week. (Fall)
ABIO 316
Vertebrate Zoology. (4) (Prereq: ABIO 122 and
sophomore standing) Morphology, systematics,
evolution, life history, distribution and ecology of
vertebrates. Laboratory study will emphasize native
species. Field trips and collections required. Three
lecture and three laboratory hours per week. (Spring,
even years)
ABIO 320
Principles of Botany. (4) (Prereq: ABIO 122) A
phylogenetic survey of the major plant and fungal
divisions and consideration of their structure, life
history and development. Three lecture and three
laboratory hours per week. (Fall)
ABIO 325
Plant Physiology. (4) (Prereq: ABIO 320 and
ACHM 112) Principles of plant physiology with
emphasis on higher plants and the concept of wholeplant physiology. Three lecture and three laboratory
hours per week. (Spring)
ABIO 330
Microbiology I. (4) (Prereq: ABIO 122 or 242 and
ACHM 101 or ACHM 111) An introduction to
bacteria and viruses, emphasizing morphology,
ultrastructure, metabolism and growth. Discussion of
pathogenic microorganisms, antigen-antibody
relationships and anti-microbial agents. Three lecture
and three laboratory hours per week. (Fall, Spring,
Summer)
ABIO 335
Microbial Ecology. (4) (Prereq: ABIO 330 or
Consent of Instructor) Microbial Ecology will
introduce students to ecological principles as they
apply to microorganisms, as well as evolution,
biochemical communication, and other factors
related to how microorganisms adjust and modify
their environment. Examples of symbiosis and other
evolutionary mechanisms will be considered in the
context of infectious disease. Three lecture hours
and three laboratory hours per week.
ABIO 121
ABIO 122
ABIO 199
ABIO 232
Biological Science I. (4) Biological principles and
concepts through the cellular level of organization
including evolutionary processes. This is one of two
required introductory courses for biology majors and
students in related disciplines. Three lecture and
three laboratory hours per week. Students who earned
credit for ABIO 101 may not earn credit for ABIO
121. (Fall, Spring, Summer)
Biological Science II. (4) Biological principles and
concepts from the tissue through ecosystem levels of
organization including evolutionary processes. This
is one of two required introductory courses for
biology majors and related disciplines. Three lecture
and three laboratory hours per week. Students who
earned credit for ABIO 102 may not earn credit for
ABIO 122. (Fall, Spring, Summer)
Introduction to Biological Research I. (2)
(Prereq: consent of instructor and biology
department approval). An independent study course
in which students will write a literature review and
proposal for a research project. This course is
intended for freshman or sophomore biology majors
who have the capability and strong desire to conduct
biological research. (May not be used to meet general
education requirements or for biology major credit.)
Anatomy. (4) A survey of human anatomy to include
the development, histology and gross anatomy of
human systems with a laboratory emphasis on gross
anatomy. The organizational structure and
integration of human systems are stressed. Required
of students in exercise science, nursing and prepharmacy. Not available for major credit in biology.
Three lecture and three laboratory hours per week.
(Fall, Spring, Summer)
ABIO 242
Physiology. (4) (Prereq: ABIO 121 or 122 or 232
and ACHM 101 or ACHM 111) Required of students
in nursing and pharmacy. Not available for major
credit in biology. Three lecture and three laboratory
hours per week. (Spring, Summer)
ABIO 280
Introduction to Turf Management. (3) An
introduction to the maintenance and care of golf
course turf. The course will include topics on
turfgrass species, maintenance practices, pest
management and the impact of turf management on
the environment.
99
ABIO 340
Virology. (4) (Prereq: ABIO 121 and 122) Basic
virological concepts including viral diseases, virus-cell
interactions, and patterns of viral replication. The
course will primarily cover those viruses involved in
human disease. Three lecture and three laboratory
hours per week (Spring, odd years).
ABIO 350
Fundamental Genetics I. (4) (Prereq: ABIO 121
and 122, ACHM 111) Principles of transmission and
molecular genetics; quantitative inheritance;
recombination; biochemical aspects of gene function
and regulation; developmental and population
genetics. Examples drawn from microorganisms,
plants, animals and man. Three lecture and three
laboratory hours per week. (Spring)
ABIO 355
Integrated Research Techniques. (3) (Prereq:
ABIO 121, 122; ACHM 111, 112; AMTH 111)
Integrated Research Techniques is designed to
introduce the student to the use of technology in
research along with methods of scientific inquiry,
especially as they apply to biology, both by study and
by practice. Topics will focus on the integration and
use of technology in areas such as experimental
design, literature searches, data collection and
statistical analysis, scientific writing and oral
presentation skills.
ABIO 360
Animal Physiology. (4) (Prereq: ABIO 121 and
122, ACHM 111) Cellular, systemic and organismal
principles with a significant emphasis upon
comparative aspects of animal physiology. Three
lecture and three laboratory hours per week. (Fall)
ABIO 370
Ecology and Evolution. (4) (Prereq: ABIO 122;
AMTH 111 or 122 or consent of instructor)
Introduction to theory of ecological interactions,
population biology, evolutionary processes, and
adaptive strategies of organisms. Three lecture and
three laboratory hours per week. (Fall)
ABIO 380
Ecology of the Bahamas (3) (Prereq: ABIO 370 or
consent of instructor). A study of terrestrial and
marine ecosystems including structural and functional
interactions among various biotic and abiotic
components. All field studies and a portion of the
lectures are performed at a field station in San
Salvador, Bahamas. The relationships between
adaptation and distribution will be considered for a
variety of habitats including fringe and patch reefs,
intertidal systems, seagrass meadows, and mangrove
swamps. Additional fees and special permission
required. Students may count only ABIO 380 or 381
for major credit in Biology. Students who earned
credit for ABIO 580 may not earn credit for ABIO
380.
ABIO 381
100
Tropical Marine Biology. (3) (Prereq: ABIO 370 or
consent of instructor) The objective of this course is
to provide an overview of tropical marine
ecosystems and their biological communities with a
special focus on coral reefs and coral reef organisms.
There will be a strong emphasis on systematics,
taxonomy, and the ecology of dominant taxa and
species. Each day will consist of lectures and trips to
the field. A large portion of the time in the field will
be spent snorkeling on near-shore patch reefs and
surveying coastal and inland environments. Course is
taught at a field station in the tropics. Special
permission required. Additional fees assessed for
travel and by the field station. Students may count
only ABIO 380 or 381 for major credit in Biology.
Students who earned credit for ABIO 581 may not
earn credit for ABIO 381.
ABIO 390
Environmental Science and Human Health. (4)
(Prereq: ABIO 121 and 122, ACHM 111) A focus on
the interactions between humans and the
environment. Course provides information on
environmental quality and the impact of
environmental degradation on human health, wildlife,
and other bioreceptors in aquatic and terrestrial
ecosystems. The course will address environmental
stressors and pollution, their sources in the
environment, their modes of transport and
transformation, and their ecological and human
health effects. Three lecture and three laboratory
hours per week (Fall, even years).
ABIO 399
Independent Study: Biology. (1-2) (Prereq: 16
hours of biology and biology faculty approval) One
hour of credit can be awarded following the successful
completion of a literature review or a set of
prearranged laboratory exercises, two hours of credit
can be earned upon the completion of an approved
literature review and preliminary research. (May not
be used for biology major credit.)
ABIO 490
Senior Seminar. (1) (Prereq: 90 semester hours;
Coreq: ABIO 499 for BS Biology majors) A seminar
series designed to introduce students to current
research in biology and geology through weekly
seminars by faculty, visiting scientists, and USCA
biology majors. This courses is closely linked to
ABIO 499 Senior Research: Biology and as such
students will be required to work with a research
mentor to pose a question of biological significance,
prepare a proposal describing research expectations,
and develop an experimental procedure for a
biological research project. These written proposals
will be evaluated by the biology faculty as well as the
Seminar Instructor. In addition, Bachelor of Science
in Biology students will prepare and participate in
oral presentations of their ongoing research projects.
Bachelor of Arts in Biology students will prepare and
participate in oral presentations of research
proposals developed in consultation with biology/
geology faculty. (Spring, Fall)
ABIO 499
Senior Research: Biology. (3) (Prereq: consent of
instructor and project approval by biology faculty;
successful completion of fourteen hours or more
credit in Biology Courses at or above the 300-level;
successful completion of the Writing Proficiency
Portfolio or AEGL 201; Coreq: ABIO 490 or AGLY
490). A capstone experience involving independent
scientific research. Students will work directly with a
faculty mentor to pose a question of biological
significance, write a proposal specifying research
expectations, develop an experimental procedure,
and collect and evaluate data. Students are required
to present their data in both written and oral form.
Ten laboratory hours per week. Research topic
should be approved one semester prior to enrollment.
Must be taken during the same semester of
enrollment in ABIO 490 or AGLY 490 (Fall, Spring)
ABIO 502
Advanced Cell/Molecular Biology. (3) (Prereq:
ABIO 350 or consent of instructor). A discussion of
eukaryotic cell function associated with gene
expression, protein processing, and signal
transduction. Major topics include DNA replication
and repair, eukaryotic gene structure and expression,
RNA synthesis and processing, protein synthesis and
processing, and cell signaling. Three lecture hours
per week. (Spring)
ABIO 510
Entomology. (4) (Prereq: ABIO 312 or consent of
instructor). The anatomy, taxonomy, behavior,
physiology, life histories, and origin and evolution of
Arthropoda with special consideration of diversity
and medical economic importance of insects. Local
and coastal work is involved.
ABIO 516
Herpetology. (4) (Prereq: ABIO 316 or consent of
instructor) Systematics, distribution, morphology, life
history, behavior, ecology and current literature of
amphibians and reptiles with special emphasis on
South Carolina species. Field trips and collections
required. Three lecture and three laboratory hours per
week. (Spring, odd years)
ABIO 525
Conservation Biology. (3) (Prereq: ABIO 370 and
Junior Standing or consent of instructor) This course
is designed to introduce students to the ways in which
principles of the natural sciences and social issues are
synthesized into conservation biology. During the
course we will discuss how conservation biology can
be used to conserve and protect biological diversity.
The focus will be primarily on the biological issues,
within the context of social, legal, or political
considerations through which conservation programs
are implemented. The intent of this course is to
demonstrate how the tools of natural scientists like
biologists, ecologists, and systematists can be applied
to the solution of some practical problems in
conservation biology.
ABIO 528
ABIO 531
Seasonal Flora. (4) (Prereq: ABIO 320 or consent
of instructor) Introduction to vascular plant
systematics with emphasis on field identification and
collection of flora native to South Carolina. Will
concentrate on the prevailing flora at the time of the
year the course is taught. Two lecture and four
laboratory hours per week. (Summer)
Parasitology. (4) (Prereq: ABIO 121, 122, and Jr.
standing) Evolution, ecology, and diversity of
parasitic animals and their relationship(s) with their
host(s). Laboratory focuses on identification, life
cycles, and pathogenicity of parasites of medical and
veterinary importance. Three lecture and three
laboratory hours per week. (Spring, odd years).
ABIO 540
Cancer Biology. (3) (Prereq: ABIO 302 or ABIO
350) Regulation and events involved in signal
transduction, cell division, and oncogenesis. These
mechanisms underlie current understanding of the
onset and maintenance of cancer in humans. Three
lecture hours per week.
ABIO 541
Principles of Biochemistry. (3) (Prereq: ACHM
332 and ABIO 121 or consent of instructor) A survey
of the fundamental principles of biochemistry. Three
lecture hours per week. (Fall)
ABIO 542
Principles of Biochemistry II. (3) (Prereq: ABIO
541 or consent of instructor) Advanced principles of
biochemistry including specific enzymatic
mechanisms (e.g., dehydrogenases, kinases,
carboxylases), biochemical regulation (e.g., function
of dinucleotides, metals, and other coenzymes,
specific feedback mechanisms, induction of enzyme
activity), and electron transport (e.g., diversity of
electron donors involved in electron transfer
mechanisms). Three lecture hours per week.
(Spring).
ABIO 550
Immunology. (3) (Prereq: ABIO 350) Basic
immunological concepts including hematopoiesis;
immunoglobulin structure, function, and genetics;
antigen processing and presentation; cellular
immunology; hypersensitivity; immune responses to
disease; and vaccines. Three lecture hours per week.
(Spring, even years).
ABIO 560
Aquatic Biology. (3) (Prereq: ABIO 121, 122, and
Jr. standing) Structure and function of flowing water
habitats. Integrates aspects of chemistry, physics,
hydrology, and ecology to provide a broad
perspective on stream ecosystems. Laboratory with
emphasis on field sampling, data collection and
identification of stream macroinvertebrates. Field
trips required. Three lecture and three laboratory
hours per week. (Spring, even years).
ABIO 570
Principles of Ecology. (4) (Prereq: ABIO 370,
statistics) Interactions between organisms and the
environment; ecosystem structure and function;
sampling techniques and data analysis. Three lecture
and three laboratory hours per week. (Spring, even
years)
ABIO 571
Ecology of the Southern Appalachians. (3)
(Prereq: ABIO 320 or consent of instructor) An
introduction to the ecology of the Southern
Appalachian mountains in general and the Great
Smoky National Park in particular. Covers the
formation of the mountains, glaciation and its effect
on floral communities of the GSMNP, Whitaker’s
classification, abiotic factors affecting plant and
animal communities of the Southern Appalachians,
plant morphology and taxonomy, the effect of
exotic species on native species and orienteering.
Additional fees required at registration. (Spring, even
years)
ABIO 572
Wetlands Ecology. (4) (Prereq: ABIO 370).
Wetlands history, hydrology, soils, vegetation,
chemistry, social impacts and roles as ecotones.
Emphasis is on the ecological principles associated
with wetland structure and function. 3 lecture and 3
laboratory hours per week. Required weekend field
trips.
ABIO 573
Forest Ecology. (4) (Prereq: ABIO 370).
Identification of forest communities based on the
biological and non-biological characteristics that
define the inherent processes of those communities.
Functional processes related to local community
interactions as well as successional development of
communities will be examined. 3 lecture and 3
laboratory hours per week. Required weekend field
trips.
ABIO 583
Pathology of Coastal Organisms. (3) (Prereq:
ABIO 330 or consent of instructor) Course will be
concerned with known and suspected coastal
invertebrate diseases. Emphasis will be placed on
techniques involved with the identification,
pathogenesis, microbiology, and ecology of the
pathogens, and the ecological significance of stress
and disease occurrence. Particular consideration will
be given to diseases of coral reef organisms. Basic
principles regarding coral reef biology and marine
microbiology also will be covered. Course will consist
of lectures, field trips, and evening laboratories.
Course will be taught at a field station in the tropics.
Special permission required. Additional fees assessed
for travel and by the field station.
101
ABIO 598
Special Topics: (Biology). (3-4) (Prereq: Junior
standing and consent of instructor) A lecture course
in advanced biological science not covered in detail in
existing courses. Courses for three credit hours will
meet for three lecture hours each week. Those
courses for four credit hours will meet for three
lecture and three laboratory hours each week.
genesis, and P-T-t paths. 3 lecture and 3 laboratory
hours per week. Required field trips.
AGLY 336
Introduction to Geophysics. (4) (Prereq: AMTH
142, AGLY 101, and APHY 201 or APHY 211)
Structure and dynamics of the solid earth;
fundamentals of plate tectonics, geodesy, gravity,
seismology, geochronology, and thermal studies.
Includes laboratory.
AGLY 363
Geographic Information Systems (GIS) in the
Sciences. (4) (Prereq: AGLY 101 or AGLY 401,
AND completion of the first (free) modules of online courses in “Understanding Map Projections and
Coordinate Systems” & “Understanding Geographic
Data” at www.esri.com) Introduction to geographic
data, and its use in an ArcGis software environment.
Topics include map projections and coordinate
systems, spatial data creation and collection
methods, relational database design, GIS data
management, personal geodatabases, the use of
domains and subtypes, topology rules, spatial
analysis, surface modeling and predictive modeling,
case studies using GIS as a decision-making tool.
AGLY 398
Topics in Geology (1-4) (Specified prereq. or
permission of instructor) Selected topics in the
Geological Sciences. Laboratory and field experiences
may be included where appropriate.
AGLY 399
Independent Study. (1-4) (Prereq: permission of
instructor)
AGLY 401
Environmental Geomorphology. (4) (Prereq:
AGLY 101 or AGLY 103 or AGLY 201) Analysis of
the processes that create land forms at outcrop, map,
and regional scales in a plate tectonic context.
Application of inductive reasoning to the
interpretation of geomorphic features. Lab
emphasizes basic principles of mapmaking in the
field. Required field trips in addition tot he listed lab
time will be posted in the “Schedule of Classes”
available during pre-registration.
AGLY 431
Southern Appalachian Geology. (4) (Prereq:
AGLY 101) The stratigraphic, structural, magmatic,
and metamorphic features of the Southern
Appalachian origin, studied through the readings in
the literature and outcrop observation. Requires one
weekend field trip and a five day field trip over
Spring Break. Special Fee assessed at registration
covers lodging and transportation on the trips.
AGLY 490
Senior Seminar. (1) (Prereq: 90 semester hours;
Coreq: ABIO 499 for BS Biology majors) A seminar
series designed to introduce students to current
research in biology and geology through weekly
seminars by faculty, visiting scientists, and USCA
biology majors. This courses is closely linked to
ABIO 499 Senior Research: Biology and as such
students will be required to work with a research
mentor to pose a question of biological significance,
prepare a proposal describing research expectations,
and develop an experimental procedure for a
biological research project. These written proposals
will be evaluated by the biology faculty as well as the
Seminar Instructor. In addition, Bachelor of Science
in Biology students will prepare and participate in
oral presentations of their ongoing research projects.
Bachelor of Arts in Biology student will prepare and
participate in oral presentations of research
proposals developed in consultation with biology/
geology faculty. (Spring, Fall)
Geology (AGLY)
AGLY 101
Physical Geology. (4) This course will illustrate the
methods and enterprise of science as they have been
applied to interpret the earth. The technical subject
matter will be concerned as much with natural
processes as with their products-the minerals, rocks,
fossils, structure and surface forms of the earth. The
course will emphasize the interplay between
hypothesis, experiment and observable fact that
characterizes productive physical science. Three
lectures and three laboratory hours per week.
AGLY 102
Historical Geology. (4) The practice of geology as
a historical science with emphasis on the methods of
analysis, nature of the record and guiding philosophy
that have allowed geologists to decipher the history
of the earth. Three lectures and three laboratory
hours per week.
AGLY 103
Environmental Earth Science. (4) Analysis of the
basic energy cycles of the earth. The interaction of
human activity with earth processes to affect the
environment. Three lectures and three laboratory
hours per week.
AGLY 201
Integrated Earth Science. (4) A survey of major
earth systems. Internal geologic processes; surface
geologic processes; geologic time; atmosphere,
weather and climate; ocean circulation patterns; the
earth in the context of the solar system and the
universe. Not intended for students who major in the
sciences. Three lecture and three laboratory hours
per week.
AGLY 311
Paleontology. (4) (Prereq: AGLY 101, or ABIO
121, or MSCI 101 or permission of instructor)
Descriptive environmental biogeographic and
evolutionary aspects of paleontology, using examples
from the major groups of fossils. Three hour lecture,
three hour laboratory each week. Field trips.
AGLY 325
Depositional and Diagenetic Environments. (4)
(Prereq: AGLY 101) A survey of the mineralogy and
petrology, spatial and temporal frameworks and
sequence stratigraphy of sedimentary environments
emphasizing sedimentary basins. Includes coverage
of deposition and diagenesis: cements,
mineralization, and the development of porosity and
permeability. 3 lecture and 3 laboratory hours per
week. Required field trips.
AGLY 331
Structural Geology. (4) (Prereq: AMTH 141 or
AMTH 122) Deformation of the earths stress, strain,
elastic behavior, brittle and ductile deformation,
geology and mechanics of simple geologic structures,
selected orogenic belts. Three hour lecture and three
laboratory hours per week. Occasional field trips.
AGLY 335
Igneous and Metamorphic Environments. (4)
(Prereq: AGLY 101, ACHM 111) A survey of the
mineralogy and petrology of igneous and
metamorphic rocks emphasizing plate tectonic
settings. The temporal and spatial frameworks of
metamorphic and igneous activity at plate margins
will be covered as well as crystal chemistry, magma
102
AGLY 500
AGLY 570
Field Geology. (6) (Prereq: 16 hours in geology,
not including AGLY 103, or 201; permission of
instructor) Geological field techniques including the
use of field instruments and preparation of geologic
maps and cross sections. Supervised geologic
investigations of a local area. Written final report
required.
University Affiliates
Environmental Hydrogeology. (3) (Prereq: AGLY
101 and AMTH 119 or AMTH 141 or AMTH 122 or
permission of instructor) Environmental
consideration of the hydrologic cycle, occurrence and
movement of ground water, aquifer analysis and
water well emplacement and construction. Water
quality, pollution parameters, and the geochemistry
of selected natural water systems. The effects of
environmental problems, waste disposal, and water
development upon the aqueous geochemical regime.
Occasional field trips. (Laboratory AGLY 571 is
optional).
Henry S. Gurr (Physics), Ph.D., Case Western Reserve University,
1966
AGLY 571
Environmental Hydrogeology Laboratory. (1)
(Coreq: AGLY 570) Laboratory to accompany
Environmental Hydrogeology (AGLY 570).
AGLY 598
Advanced Topics in Geology. (1-4) (Prereq:
specified prerequisites, or permission of instructor)
An in-depth study of highly specialized geological
topics not covered in detail in existing courses.
D E PA RT M E N T OF CHEMISTRY
AND
PH YSICS
Monty Fetterolf, Department Chair
Professor
Monty L. Fetterolf (Chemistry), Ph.D., University of California at
Santa Barbara, 1987
Associate Professors
Stelios Kapranidis (Mathematics, Computer Science, and Physics),
Ph.D., University of Washington, 1981
Kutty Pariyadath (Chemistry), Ph.D., State University of New York
at Stony Brook, 1977
Assistant Professors
Cathy L. Cobb (Chemistry), Ph.D., University of California at Santa
Barbara, 1987
Jack G. Goldsmith (Chemistry), Ph.D., University of North Carolina
at Chapel Hill, 1994
Distinguished Professor Emeritus
Department Mission Statement
The Department of Chemistry and Physics strives to offer curricula
of high academic quality, to foster an environment supportive of
scholarly activity, to provide service courses for the general
education of undergraduate students, and to serve as a resource for
the community. To this end, the department offers a B.S. Degree
with a Major in Chemistry, a Minor in Chemistry, and courses that
may be used to satisfy the chemistry and physics requirements that
are stipulated by other degrees, or to satisfy the General Education
Requirements in science.
Curricula
The Department of Chemistry and Physics offers a baccalaureate
degree with a major in Chemistry. Students must complete a set of
courses that fulfill the general education requirements, a set of
courses that comprise the major, a set of courses that comprise the
cognate and several hours of elective courses. It is the responsibility
of each student to see to it that he/she completes all requirements
for the degree. Students will be assisted in course selection by their
major advisor. To receive a B.S. with a Major in Chemistry, a
student must take at minimum the last twelve hours of chemistry
courses at USC Aiken, which are ACHM 511, ACHM 511L, ACHM
522 and Senior Research - ACHM 499.
The cognate is a minimum of 12 hours intended to support the
course work in the major, and must be selected with the approval of
the advisor. The cognate differs from a minor in that the courses are
sophomore level or above and may be distributed over more than
one subject area. A student wishing greater depth in an area may
choose a minor which will encompass the cognate requirements.
For more information, see the USC Aiken Chemistry and Physics
Department website at: http://www.usca.edu/chemistry.
Advisement Options
A chemistry major, in consultation with his/her adviser, may
take appropriate courses in Biology and Geology and thus
obtain a strong background in Environmental Science.
Nadeo Choony (Chemistry), Ph.D., University of Surrey, UK, 1999
Chad L. Leverette (Chemistry), Ph.D., University of Georgia, 2000
The curriculum of the chemistry degree along with selected
courses in Biology will prepare a student for admission to
Medical, Dental, or Veterinary School.
Laboratory Manager/ Instructor
A student wishing to become certified to teach chemistry at
the secondary school level may select the Bachelor of
Science in Secondary Education with certification in
Chemistry through the School of Education (see page 140).
Upon completion of this degree, the student will also have
completed the Bachelor of Science with a major in chemistry.
Ronald J. Ruszczyk (Chemistry), Ph.D., State University of New
York at Buffalo, 1985
Instructors
Susan Glenn (Chemistry), Ph.D., University of South Carolina, 2001
Neil Miller (Physics), M.S., Clemson University, 1993
Ralph K. Steinhaus (Chemistry), Ph.D., Purdue University, 1966
Lecturers
Gary Mills (Chemical Oceanography), Ph.D., University of Rhode
Island, 1981
Clare Sullivan (Science Education), M.S., Florida State University,
1994
Amy Taylor (Chemistry), B.S., University of South Carolina Aiken,
2004
Bachelor of Science—Major in Chemistry
Requirements for the chemistry major are listed below. For a
chemistry major, a grade of C or higher is required in all chemistry
courses counting towards the degree.
103
1.
General Education Requirements ................................ 61-62
A.
B.
Course Descriptions
1
Skills and Competencies ................................................................ 32-33
English 101 and 1022 ................................................................................................. 6
Composition/Composition and Literature
Applied Speech Communication3 ................................................................ 3
Mathematics (AMTH 141, 142 and 241) ...................... 1 2
A computer science course selected from ACSC 102, 145,
204, 205, 206, 207 or equivalent computer science
course emphasizing problem-solving and
programming in a procedural language ................ 3-4
Languages4 ............................................................................................................................... 8
Methods and History of Disciplines 5 .......................................... 2 9
Natural Sciences ................................................................... 8
APHY 211 and 212 or APHY 201 and 202
Social and Behavioral Sciences (at least two areas) ......... 6
Psychology, Sociology, Anthropology,
Economics, Political Science, Geography
Humanities6 (at least two areas) ......................................... 9
Philosophy (not logic),
History, Literature, Fine Arts History,
Selected Language courses,
Humanities (AHUM acronym), Religion,
Communications (Last two digits in 50s or 60s)
Honors (AHON acronym),
History of Civilization (AHST 101 or AHST 102) ........ 3
American Political Institutions ......................................... 3
(APLS 201, AHST 201, or AHST 202)
2.
Major Requirements 7,8 ............................................................................................... 4 0
ACHM 111, 112, 321, 321L 331, 331L, 332, 332L, 541,
541L, 542, 542L, 511, 511L, 522, 4999
3.
Cognate10 ................................................................................................................................. 8-12
4.
Electives11 ................................................................................................................................. 6-11
Total hours required .................................................................... 120
1
For undergraduate writing proficiency, see Proficiency Portfolio
in Writing described on page 46.
2
Students must complete English 101 with a grade of C or better in
order to fulfill general education requirements. Students must also
complete AEGL 102 with a grade of C or better in order to fulfill
general education requirements and before taking other English
courses.
3
The following are considered Applied Speech Communication
courses: ACOM 201, ACOM 241, and ACOM 342.
4
Two (2) semesters of the same language. See degree program
requirements for Language study.
5
At least 3 hours must be in non-Western world studies, unless
an approved non-Western world studies course has been
completed elsewhere in the student’s degree program.
6
For a list of courses that will meet the Humanities general
education requirement, see page 31.
7
A grade of C or higher is required in all chemistry courses counting
toward the degree.
8
A maximum of 46 hours of Chemistry courses can be applied
toward graduation.
9
Completion of a thesis and seminar on the research project are
required for graduation.
10
APHY 212 can be counted toward a cognate.
11
Developmental courses can not be used toward this degree.
Astronomy (AAST)
AAST 111
Chemistry (ACHM)
ACHM 101
Introduction to Chemistry. (4) (Prereq:
Completion of, placement beyond, or co-enrollment
in AMTH 108) An introduction to the principles and
vocabulary of chemistry appropriate for those in the
health sciences or for general education. The first of
a two-semester sequence of courses (ACHM 101 and
ACHM 102); not intended for those in engineering,
mathematical and natural sciences; three lecture
hours and three lab hours per week.
ACHM 102
Introduction to Organic and Biochemistry. (4)
(Prereq: ACHM 101 or consent of the department)
The second semester of a two-semester sequence of
courses appropriate for those in the health sciences
or for general education. A survey of the
nomenclature and reactions of organic compounds,
and their application to the study of molecules
relevant to biochemistry; not intended for those in
engineering, mathematical and natural sciences; three
lecture hours and three lab hours per week.
ACHM 105
Chemistry in Society. (4) (Prereq: none) An
introduction to basic chemistry and chemical
methodologies as they interconnect with relevant
societal issues. Hands-on, small-scale laboratory
exercises will be used to enhance the understanding of
chemistry as it occurs in day-to-day life. Three
lecture hours and three lab hours per week. Designed
as a general education course. Not intended for allied
health or nursing majors or for engineering, science,
or premed majors requiring two or more semesters of
chemistry.
ACHM 111
General Chemistry I. (4) (Prereq: at least one
year of high school chemistry, ACHM 105, ACHM
101 or an equivalent course, or consent of the
department. Completion of AMTH 122, with a C or
better, or completion of, or placement beyond
AMTH 111. If a students does not meet one of the
math prerequisites, that student must fulfill the
corequisite of AMTH 111.) The first portion of a
two-semester sequence of courses that introduces the
principles, vocabulary and methods of chemistry
appropriate for those in engineering, mathematical
and natural sciences. This course pre-supposes an
introductory knowledge of chemistry. Three lecture
hours and three lab hours presented in an integrated
format of 3 two-hour meetings per week.
ACHM 112
General Chemistry II. (4) (Prereq: ACHM 111 or
consent of the department) The second portion of a
two-semester sequence of courses that introduces the
principles, vocabulary and methods of chemistry
appropriate for those in engineering, mathematical
and natural sciences. Three lecture hours and three
lab hours presented in an integrated format of 3 twohour meetings per week.
ACHM 321
Quantitative Analysis. (3) (Prereq: ACHM 112;
coreq: ACHM 321L) Treatment of solution equilibria
Minor in Chemistry
Requirements:
ACHM 331/331L .................................................................................. 4
ACHM 332/332L .................................................................................. 4
ACHM 321/321L or ACHM 522 ........................................................ 4
ACHM 340/340L or ACHM 541/541L or ACHM 542/542L ......... 4
Total hours required ....................................................................... 1 6
104
Descriptive Astronomy. (4) Introduction to the
solar system and distant celestial objects such as stars,
galaxies, nebulas, quasars, and black holes. Study of
the night time sky, exercises and demonstrations;
three lecture hours and three lab hours per week.
(Spring)
in conjunction with an introduction to statistical
methods, spectroscopy, separations, and
electrochemistry. Three lecture hours per week.
ACHM 321L Quantitative Analysis Laboratory. (1) (Coreq:
ACHM 321) The practice of volumetric and
gravimetric analysis with exposure to spectroscopic,
chromatographic, and electrochemical methods.
Three laboratory hours per week.
ACHM 331
Organic Chemistry I. (3) (Prereq: ACHM 112;
coreq: ACHM 331L) Nomenclature, reactions,
mechanisms and synthesis of carbon compounds.
Three lecture hours per week.
ACHM 331L Organic Chemistry Laboratory I. (1) (Coreq:
ACHM 331) Laboratory safety, synthesis, separation
and purification of carbon compounds. Three
laboratory hours per week.
ACHM 332
Organic Chemistry II. (3) (Prereq: ACHM 331;
coreq: ACHM 332L) A continuation of ACHM 331.
Three lecture hours per week.
ACHM 332L Organic Chemistry Laboratory II. (1) (Prereq:
ACHM 331L; coreq: ACHM 332) Continuation of
ACHM 331L. Spectroscopic identification of carbon
compounds. Three laboratory hours per week.
ACHM 340
Introduction to Chemical Instrumentation. (3)
(Prereq: ACHM 112; Coreq: ACHM 340L) An
overview of the physical principles behind the uses of
modern chemical instrumentation. Three lecture
hours per week. Cannot be used for credit in the
chemistry major.
ACHM 340L Introduction to Chemical Instrumentation
Laboratory. (1) (Coreq: ACHM 340) Focus on
proper procedures for instrument usage and data
interpretation. Experiments will be drawn primarily
from related scientific disciplines. Three lab hours
per week. Cannot be used for credit in the chemistry
major.
ACHM 399
Independent Study. (1-4) (Prereq: permission of
instructor)
ACHM 498
Topics in Chemistry. (1-4) (Senior standing or
consent of instructor) Selected topics in Chemistry.
Lecture and/or laboratory course in advanced topics
not covered in existing courses.
ACHM 499
ACHM 511
Senior Research. (1-3) (Prereq: permission of
instructor; coreq: senior status) Available only for
senior chemistry majors. Students will participate in a
research project under the direction of a chemistry
faculty member. A thesis and presentation are
required upon completion of the research. This
course will provide the capstone experience. During
the first semester of enrollment in ACHM 499 the
student may enroll for two to three semester hours.
Subsequently, a student may enroll for up to three
additional semester hours. A minimum of three
semester hours are required for graduation and a
student can enroll for a maximum of six credit hours.
Inorganic Chemistry. (3) (Prereq: ACHM 542 or
consent of department) Consideration of atomic
structure, valence, complex compounds and
systematic study of the periodic table. Three lecture
hours per week.
ACHM 522
Instrumental Analysis. (4) (Prereq: ACHM 542 or
consent of department) Theory and applications of
instrumental methods of chemical analysis. Two
lecture and six laboratory hours per week.
ACHM 541
Physical Chemistry I. (3) (Prereq: ACHM 112 and
APHY 212 or APHY 202; coreq: AMTH 241,
ACHM 541L or consent of department) Theories
and laws relating to chemical changes. Three lectures
per week.
ACHM 541L Physical Chemistry Laboratory I. (1) (Coreq:
ACHM 541 or consent of department) Applications
of physical chemical techniques. Three laboratory
hours per week.
ACHM 542
Physical Chemistry II. (3) (Prereq: ACHM 541;
coreq: ACHM 542L or consent of department)
Theories and laws relating to chemical changes; a
continuation of ACHM 541. Three lecture hours per
week.
ACHM 542L Physical Chemistry Laboratory II. (1) (Prereq:
ACHM 541L; coreq: ACHM 542 or consent of
department) Applications of physical chemistry
techniques. Three laboratory hours per week.
ACHM 550
Principles of Biochemistry. (3) (Prereq: ABIO
121, ACHM 332, ACHM 541) An introduction to
the chemistry of biological compounds and cellular
processes emphasizing thermodynamics, kinetics,
and structure.
ACHM 590
Introductory Glassblowing. (1) (Prereq: junior or
senior standing, or consent of instructor) The
history and fundamental application of glassblowing
techniques. Three laboratory hours per week.
Physics (APHY)
APHY 101
Introduction to Physical Science I. (4) An
introduction to the concepts, ideas and methods of
physical science for non-science majors. Particular
emphasis is given to the principles of classical
physics and chemistry. Experiments, exercises and
demonstrations are included; three lecture hours and
three lab hours per week. (Fall)
APHY 201
General Physics I. (4) (Prereq: A grade of C or
better in AMTH 111 or 112 or AMTH 122 or
placement beyond AMTH 112) The first part of an
introductory course sequence covering mechanics,
electromagnetism, wave motion, sound, heat, optics,
relativity, quantum physics, atomic physics and
nuclear physics. No previous background in physics is
assumed. Three lecture hours, one hour recitation
and one two-hour laboratory per week. (Fall)
APHY 202
General Physics II. (4) A continuation of APHY
201. Three hours of lecture, one hour recitation and
one two-hour laboratory per week. (Spring)
APHY 211
Essentials of Physics I. (4) (Prereq: completion of
AMTH 141) Mechanics, heat, wave motion and
optics, electromagnetism and modern physics. First
portion of a two-semester calculus-level course
primarily for students of science and engineering.
Three hours of lecture, one hour recitation and one
two-hour laboratory per week. (Fall)
ACHM 511L Inorganic Chemistry Laboratory. (2) (Coreq:
ACHM 511 or consent of department) The synthesis
and characterization of inorganic compounds by
specialized methods. Six laboratory hours per week.
(formerly ACHM 513)
105
APHY 212
Essentials of Physics II. (4) A continuation of
APHY 211. Three hours of lecture, one hour
recitation and one two-hour laboratory per week.
(Spring)
APHY 398
Topics in Physics (1-4) (specified prereq. or
consent of instructor) Selected topics in physics.
Lecture and/or laboratory course in topics not
covered in detail in existing courses.
APHY 399
Independent Study. (1-4) (Prereq: permission of
instructor)
Department Mission Statement
The mission of the University of South Carolina Aiken Department
of Exercise and Sports Science is to provide quality classroom and
applied educational experiences to students pursuing a broad
spectrum of exercise-related employment and graduate school
opportunities. There are two areas of concentration that offer
specialization in fitness management and basic sciences. The fitness
management concentration provides business courses and internship
opportunities that prepare the student for employment in the field
of managing health-related programs. The basic sciences concentration provides course work and research opportunities that prepare
the student either for employment in the field of exercise physiology or for graduate school.
Admission Criteria
D E PA RT M E N T OF EX E RCISE A N D SP O RTS
SCIENCE
All courses in the core requirements and concentration require C
grade or higher.
Fitness Management Concentration
Christopher M. DeWitt, Department Chair
To graduate, the student must have a USC System cumulative 2.0
GPA. Following each semester where the student’s USC System
cumulative GPA is below 2.0, the Exercise and Sports Science Chair
will notify the student in writing.
Associate Professors
Christopher DeWitt (Biomedical-Environmental Chemistry), Ph.D.,
Oakland University, 1995
Kimberly Wood Woeber (Physical Education), Ph.D., University of
Southern California, 1982
Assistant Professor
Brian Parr (Exercise Science), Ph.D., University of Tennessee, 2001
Instructors
Jami Craps (Education Administration), M.Ed., University of South
Carolina, 1995
Patrick Ge’linas (Kinesiology and Applied Physiology), M.S.,
University of Colorado, 2002
Basic Sciences Concentration
To graduate, the student must have a USC System cumulative 3.0
GPA. Enrollment in AEXS 359 and AEXS 459 requires a USC
System cumulative 3.0 GPA. Following each semester where the
student’s USC System cumulative GPA is below 3.0, the Exercise and
Sports Science Chair will notify the student in writing.
For more information on the Department of Exercise and Sports
Science, see our home page at www.usca.edu/exercise/.
Bachelor of Science—Major in Exercise and Sports Science
Lecturers
Hollis Adair (Special Education), B.S., Winthrop University, 2001
Martha Bates (Educational Administration), M.Ed., University of
South Carolina, 1993
Melissa Beckner, Yoga Instructor
Steven Dahm (Psychology), B.A., University of Buffalo, 1996
Michelle Dorthalina (Art Studio/Graphic Design), B.A., University
of South Carolina Aiken, 2006
Kenny Evenson, Golf Professional
Mike Findley (Psychology/Business Management), BAIS, University
of South Carolina Aiken, 1981
Holly Guy (Interdisciplinary Studies), B.S., University of South
Carolina Aiken, 1996
Darcey Hammond-Ross (Therapeutic Recreation), A.A., Erie
Community College, 1979
Molly Hunt (Exercise Physiology), M.A., University of Maryland,
1991
Gary Mauks (Education, History and Physical Education), B.A.,
University of Kentucky, 1971
Marian Robinson (Business Administration), B.S., Geneva College,
1959
Ron Ruszczyk (Chemistry), Ph.D., State University of New York,
1985
106
1.
General Education Requirements ...................................... 5 0
A.
Skills and Competencies 1 .......................................................................... 2 1
English 101 and 1022 ................................................................................................. 6
Applied Speech Communication (ACOM 201 or 241) .. 3
AMTH 111 or higher (except 118, 119, 221, 222) ....... 6
Statistics ................................................................................ 3
Computer Science ................................................................ 3
B.
Methods and History of Disciplines .......................... 2 9
Natural Sciences ................................................................... 8
ACHM 101 or 1113, and ABIO 1213 or 1223
Social/Behavioral Sciences .................................................. 6
APSY 101 and one other social and behavioral
science from the following groups: Anthropology,
Economics, Political Science, Sociology or
Geography
Humanities4 (at least two areas) ......................................... 9
History, Literature, Fine Arts History, Religion,
Humanities (AHUM acronym), Selected
Language courses, Philosophy (not logic),
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
History of Civilization (AHST 101 or AHST 102) ........... 3
American Political Institutions ............................................ 3
(APLS 201, AHST 201, or AHST 202)
2.
3.
Core Requirements ............................................................... 4 1
ABIO 232 ............................................................................. 4
Activity course requirement - select one from AEXS:
101, 102, 106, 107, 120, 121, 123, 124, 126, 127, 140,
141, 142, 143, or 144 ........................................................ 1
AEXS 198, 203, 2235, 225, 239, 311, 321, 323, 323L,
328, 337, 423, 423L, 424 ................................................ 3 6
2
3
4
5
6
7
Weight Training I. (1) An introduction to the
principles and techniques of weight training.
AEXS 107
Weight Training II. (1) (Prereq: AEXS 106 or
permission of instructor) Advanced concepts and
programming in weight training.
AEXS 110
Beginning Golf. (1) An introduction to the rules
and fundamental skills of golf. Equipment available
if needed. Golf range fee.
AEXS 111
Intermediate Golf. (1) (Prereq: AEXS 110 or
permission of instructor) Further refinement of the
golf skills. Equipment available if needed. Golf range
fee.
AEXS 112
Advanced Golf. (1) (Prereq: AEXS 111 or
permission of instructor) Development of advanced
golf skills and strategies. Equipment available if
needed. Golf range fee.
AEXS 116
Beginning Tennis. (1) An introduction to the rules
and fundamental skills of tennis. Equipment
available if needed.
AEXS 117
Intermediate Tennis. (1) (Prereq: AEXS 116 or
permission of instructor) Further refinement of
fundamental tennis skills and introduction of more
advanced skills and strategies. Equipment available if
needed.
AEXS 118
Advanced Tennis. (1) (Prereq: AEXS 117 or
permission of instructor) Advanced skill development
and strategies for the game of tennis. Equipment
available if needed.
AEXS 120
Aerobics I. (1) An introduction to the principles and
techniques of aerobic dance.
AEXS 121
Aerobics II. (1) (Prereq: AEXS 120 or permission of
instructor) Advanced concepts, techniques and
programming in aerobic dance.
AEXS 123
Step Aerobics I. (1) An introduction to the
principles and techniques of step aerobics.
AEXS 124
Step Aerobics II. (1) (Prereq: AEXS 123 or
permission of instructor) Advanced concepts,
techniques and programming in step aerobics.
AEXS 126
Aqua Aerobics I. (1) An introduction to the
principles and techniques of water-based aerobics.
AEXS 127
Aqua Aerobics II. (1) (Prereq: AEXS 126 or
permission of instructor) Advanced concepts,
techniques and programming in water-based aerobics.
AEXS 130
Beginning Volleyball. (1) An introduction to the
rules and fundamental skills of volleyball.
AEXS 131
Intermediate and Advanced Volleyball. (1)
(Prereq: AEXS 130 or permission of instructor)
Advanced skill development and strategies for the
game of volleyball.
AEXS 136
Beginning Basketball I. (1) An introduction to
the rules and fundamental skills of basketball.
AEXS 137
Intermediate and Advanced Basketball. (1)
(Prereq: AEXS 136 or permission of instructor)
Advanced skill development and strategies for the
game of basketball.
AEXS 140
Beginning Swimming. (1) An introduction to the
fundamental skills of swimming and pool safety. (Can
obtain American Red Cross Beginning and Advanced
Beginning swimming certifications).
Additional Requirements Associated with Concentrations
Fitness Management: ................................................... 3 6
Exercise Science Requirements
AEXS 301, 439 ........................................................... 9
Business Minor
ABUS 225, 226, 350, 371, AECO 221, 222 ......... 1 8
Additional Management Courses
(Select two courses from the following list)
AMGT 374, 376, 378, 401, 442, 473, 477, 559 ... 6
Electives ...................................................................... 3
Total hours required 7 ................................................. 127
1
AEXS 106
Basic Sciences: ......................................................... 33-37
Exercise Science Requirements
AEXS 301, 359 and 459 ...................................... 8-11
Science Requirements
ABIO 122 .................................................................... 4
ACHM 112 .................................................................. 4
APHY 201 .................................................................. 4
Science elective6 ..................................................... 7-8
(Select one from the following:
ABIO 302, 330, 360; ACHM 331 and 331L;
AMTH 122, 141, or APHY 202)
Developmental Requirement
APSY 310 or AEDP 330 ........................................... 3
Electives ...................................................................... 3
Total hours required 7 ......................................... 124-128
For undergraduate writing proficiency, see Proficiency Portfolio in
Writing described on page 46.
Students must complete English 101 with a grade of C or better in
order to fulfill general education requirements. Students must also
complete AEGL 102 with a grade of C or better in order to fulfill
general education requirements and before taking other English
courses.
Required in Basic Sciences Concentration
For a list of courses that will meet the Humanities general
education requirement, see page 31.
ABIO 242 may be taken in place of AEXS 223.
ACHM 105 and AMTH below 111 do not meet this requirement,
or any other courses that are below the level accepted for the
Exercise and Sports Science General Education requirements.
Appropriate courses should have an acronym from the following:
ABIO, ACHM, APHY, AMTH, APSY.
At least 3 credit hours must be in non-Western world studies
Course Descriptions
Exercise and Sports Science (AEXS)
The 100-190 series are activity courses that focus on the
comprehension of principles and techniques, skill development and
regular activity participation as a means of promoting lifelong
physical fitness. In a given semester, students may enroll in only
one section of a specific activities topic.
An activity course may be taken no more than twice for university
credit.
AEXS 101
Conditioning I. (1) An introduction to the
principles and techniques of cardiovascular training.
AEXS 102
Conditioning II. (1) (Prereq: AEXS 101 or
permission of the instructor) Advanced concepts and
programming in cardiovascular training.
107
AEXS 141
Intermediate Swimming. (1) (Prereq: AEXS 140
or permission of instructor) Refinement of the
American Crawl or freestyle stroke and introduction
of more advanced swimming strokes and skills. (Can
obtain American Red Cross Intermediate swimming
certification).
AEXS 142
Advanced Swimming. (1) (Prereq: AEXS 141 or
permission of instructor) Refinement of all basic
swimming strokes and emphasis on lap swimming.
(Can obtain American Red Cross Advanced swimming
certification).
AEXS 301
Organization and Administration of Fitness
Related Programs. (3) (Prereq: AEXS 198 (C or
better)) The study of organizational and
administrative issues associated with fitness, clinical,
and athletic training related facilities. Emphasis is
placed on administrative philosophy, programming,
facility design and usage, equipment selection,
operational policies and procedures, liability concerns
and other related aspects.
AEXS 311
Nutritional Aspects of Health, Fitness, and
Sports Performance. (3) (Prereq: AEXS 223, and
ACHM 101 or 111 (C or better in each)) The study
of nutrition as it impacts health, fitness and sports
performance. Particular emphasis is given to basic
nutrition, diet analysis, weight control, special diets,
eating disorders, and the use of ergogenic aids in
sports.
AEXS 143
Lifeguard Training. (1) (Prereq: Meet standards set
by American Red Cross) Development of the
knowledge and skills necessary to be a competent
lifeguard. (Can obtain American Red Cross
Lifeguarding certification).
AEXS 144
Water Safety Instructor. (1) (Prereq: Current ARC
Lifeguard Training certification or meet standards set
by ARC) Development of the knowledge and skills to
be a competent swimming instructor. (Can obtain
American Red Cross Water Safety Instructor
certification).
AEXS 321
Anatomical and Biomechanical Kinesiology. (3)
(Prereq: ABIO 232 (C or better)) The study of the
anatomical and mechanical principles governing
human motion, with emphasis placed on the ability
to analyze human movement utilizing these
principles.
AEXS 145
Basic Scuba Diving. (1) (Prereq: AEXS 142 or
permission of instructor) An introduction to the basic
knowledge and skills of scuba diving. (Can obtain
scuba certification). Rental equipment available.
AEXS 323
AEXS 190
Special Topic. (1) Unique physical activities offered
according to student interest.
Exercise Physiology. (3) (Prereq: AEXS 223, 239
(C or better in each); Coreq: AEXS 323L) The study
of human physiological responses to physical
activity. Emphasis is placed on the muscular,
cardiovascular, respiratory, and nervous systems.
AEXS 323L
AEXS 198
Foundations in Exercise and Sports Science. (2)
An introduction to the field of exercise and sports
science. The course provides an overview of the
scope, history, principles, research issues,
professional organizations and publications, and
other current information important to professionals
interested in this field. The course also provides
information and required out-of-class observation
relative to career opportunities in exercise and sports
science. Many of the sites for observation are located
on or near the USCA campus.
Exercise Physiology Laboratory. (1) (Prereq:
AEXS 223, 239 (C or better in each); Coreq: AEXS
323) Laboratory experiences related to exercise
physiology, including a variety of fitness assessments.
AEXS 327
Foundations of Motor Learning. (3) (Prereq:
ABIO 232, AEXS 223) Scientific and behavioral
foundation of the learning and performance of motor
skills.
AEXS 328
Electrocardiography. (3) (Prereq: AEXS 223 (C or
better)) An introduction to basic concepts of
electrocardiography, including cardiac
electrophysiology, lead systems, and interpretation
of rhythm strips and 12-lead electrocardiograms.
AEXS 337
Health and Behavior Change. (3) (Prereq: AEXS
223 (C or better) or consent of instructor) A study of
health risk factor identification and modification,
emphasizing behavioral changes. Topics such as
weight control, physical activity, dietary
modification, smoking cessation, and stress
management will be discussed as related to the impact
on health.
AEXS 359
Introduction to Exercise and Sports Science
Research. (2) (Prereq: AEXS 323, 323L (C or better
in each), Statistics course, completion of the USCA
Rising Junior Writing Portfolio, and a cumulative 3.0
GPA) A course in which the student will write a
literature review, study research design and generate a
proposal for a research project. (This course is
intended for students interested in exercise science
research and who plan to complete AEXS 459).
AEXS 423
Exercise Testing. (3) (Prereq: AEXS 323, 323L, and
328 (C or better in each); Coreq: AEXS 423L) A
study of the various methods and procedures utilized
to screen and test persons for their level of
cardiovascular fitness. Field tests and laboratory
assessments will be considered, as well as the
appropriateness of various evaluation tools for
AEXS 203
AEXS 223
CPR and First Aid. (1) The study and practice of
early emergency care procedures, including
cardiopulmonary resuscitation and basic first aid,
from which a nationally recognized certification can
be obtained.
Human Physiology. (4) (Prereq: ABIO 232 (C or
better) and either one chemistry course or one
biology course) Organization and function of the
major systems of the human body, with specific
consideration given to the needs of students in the
exercise and sports science related fields.
AEXS 225
Introduction to Athletic Training. (3) An
introduction to the athletic training profession,
including basic concepts of epidemiology of athletic
injuries, pharmacology, protective devices,
emergency care and nutrition.
AEXS 239
Fitness Assessment and Exercise Leadership.
(3) (Prereq: Departmental permission and required
AEXS 100 level course) The study of the theory,
skills, and assessment of cardiorespiratory fitness,
body composition, muscular strength, muscular
endurance, and flexibility as well as exercise
leadership for the improvement of these components
of health-related physical fitness. Emphasis is placed
on the development of skills for fitness assessment
and exercise leadership.
108
persons with differing levels of fitness and special
conditions.
AEXS 423L
Exercise Testing Laboratory. (1) (Prereq: AEXS
323, 323L, 328 (C or better in each); Coreq: AEXS
423) Laboratory experiences in submaximal and
maximal exercise testing. Required laboratory
supplies must be purchased from the USCA
Bookstore.
D E PA RT M E N T OF MAT H E M ATICAL SCIENCES
Computer Science, Engineering, and Mathematics
Exercise Prescription. (3) (Prereq: AEXS 311,
423, and 423L (C or better in each)) A study of the
concepts and procedures necessary to develop
appropriate exercise prescriptions for various
populations and fitness levels. Compliance, risk of
injury and other specific programming issues will also
be addressed. Case studies are utilized to assist in
application of information.
Mohammad Q. Hailat, Department Chair
AEXS 435
Sport Psychology. (3) The application of
psychological processes to individual and team
sports. Topics include personality, motivation,
concentration, emotion, group cohesiveness and ideal
performance states.
AEXS 439
Internship in Fitness Management. (3-12)
(Prereq: AEXS 423, 424 (C or better in each), or
consent of instructor) A supervised internship
experience in fitness management-related area which
brings together the various information learned from
all prior major courses. (Contract required)
AEXS 459
Exercise and Sports Science Research. (3-6)
(Prereq: AEXS 359 (C or better) and a cumulative 3.0
GPA) Independent research project in exercise and
sports science. (Contract required)
Hani Abu-Salem (Computer Science), Ph.D., Illinois Institute of
Technology, 1992
Teiling Chen (Mathematics and Computer Science), Ph.D.,
University of Western Ontario, 2001
Koffi Fadimba (Mathematics), Ph.D., University of South Carolina,
1993
Reginald Koo (Mathematics), Ph.D., University of South Carolina,
1985
Rao Li (Mathematics and Computer Science), Ph.D., University of
Memphis, 1999, Bridgestone/Firestone S.C. Endowed
Professorship in Mathematics/Computer Science
Michael D. May (Engineering and Mathematics), M.S., U.S. Naval
Postgraduate School, 1976
AEXS 424
AEXS 599
Current Topics. (1-3) (Prereq: specific to course
offering) An in-depth study of current topics drawn
from the literature or from practice. (Offered by
student demand)
Professor
Mohammad Q. Hailat (Mathematics), Ph.D., University of
Michigan, 1983
Associate Professors
Assistant Professors
Zenheng Li (Mathematics and Computer Science), Ph.D., University
of Western Ontario, 2001
Thomas F. Reid (Mathematics and Statistics), Ph.D., University of
North Carolina, 1997
Yilian Zhang (Mathematics and Computer Science), Ph.D.,
University of Rochester, 2004
Senior Instructor
David G. Jaspers (Mathematics), M.S., University of South Carolina,
1984
Instructors
Cynthia Gonzalez (Mathematics), M.S., University of Charleston,
1993
Bruce Manoly (Mathematics), M.S., California State Polytechnic
University, 1982
Nancy R. Moseley (Mathematics), M.A.T., University of South
Carolina, 1975
David Ramsey (Mathematics), M.A., State University of New York
at Stoneybrook, 1996
Jennifer Rodin (Mathematics Education), M.A., Teachers College at
Columbia University, 1990
Distinguished Professor Emeritus
Robert G. Phillips (Mathematics), Ph.D., University of California at
Los Angeles, 1968
Professors Emeriti
Frederick P. Huston, III (Computer Science), M.A., Emory
University, 1972
Janie H. Key (Mathematics and Computer Science), M.S.
(Mathematics), Vanderbilt University, 1971; M.S. (Computer
Science), University of South Carolina, 1985
Stephen C. King (Mathematics), Ph.D., Yale University, 1978
109
Department Mission Statement
The mission of the Department of Mathematical Sciences is to
provide students with an understanding and appreciation of mathematics and the related areas of computer science and engineering.
To this end the Department: (a) provides students throughout the
University with training in thinking analytically through problemsolving activities and in communicating effectively using graphical
and numeric symbols; (b) provides instruction in a number of
courses required for the USC engineering program; (c) provides the
mathematical background for pre-service and continuing elementary
school teachers and secondary school mathematics teachers; and (d)
provides Mathematics/Computer Science and Industrial Mathematics
majors with background for graduate studies or preparation for
careers in the mathematical sciences. In addition, the Department
seeks to foster study, learning and appreciation of the mathematical
sciences among pre-college students through outreach activities.
Curricula
The Department of Mathematical Sciences offers programs leading
to the Bachelor of Science degree with a major in Mathematics/
Computer Science and the Bachelor of Science degree with a major in
Industrial Mathematics. The Department also offers a number of
courses required for USC’s engineering programs, minors or BIS
concentrations in either mathematics or computer science, and
serves other disciplines at USCA through course offerings which
provide basic skills necessary for general education or for the pursuit
of studies in those disciplines.
Mathematics Placement Testing is described on page 11.
Mathematics:
Chemistry:
Physics:
Engineering:
AMTH 141, 142, 241, 242
ACHM 111
APHY 211, 212
ENGR 101, 102
In addition, the following list shows requirements for the given
major:
Chemical Engineering:
Civil Engineering:
Electrical and Computer Engineering:
Mechanical Engineering:
ENGR 290
ENGR 200, 210, 260
ELCT 221
ENGR 200, 210, 260, 290,
ELCT 221
Students wishing to take a cognate in Engineering should choose
courses from: ENGR 200, 210, 260, 290, or ELCT 221.
Humanities & Social Sciences: English 101 and 102 (a grade of
C or better in each; the student may repeat these courses until a
grade of C or better is earned); three hours in history and three hours
in fine arts; and 12 hours subject to certain restrictions chosen from
the following fields: anthropology, art history, economics, English
language and literature, languages (above 300 level), government,
history, international studies, music appreciation, philosophy,
psychology, religion, sociology, and theatre art. These 12 hours must
be chosen so that the total humanities and social science program
does not include more than four fields of study and so that one field
includes at least three courses with at least one of those courses at
the 300 level or above. This means that you can choose at most one
other area in addition to English, history, and fine arts. Certain
additional restrictions apply to the selection of these courses.
Students should consult closely with their advisors to be sure these
requirements are satisfied. Students planning to change to the
Columbia campus must either make a satisfactory score on the
Foreign Language Placement Test or else complete two semesters of
the same language.
Advanced Placement
Advanced Placement Examinations may be used to gain credit and
advanced placement in calculus and computer science. For more
information on Advanced Placement, refer to page 10.
The Math Lab
The Math Lab of the Department of Mathematical Sciences offers a
variety of services to help students in freshman and some
sophomore level mathematics courses as well as other courses which
use mathematics. The Math Lab, staffed by student tutors, offers
free tutoring to any USCA student in these courses. It also provides
a number of learning aids such as video or audio tapes, books,
software, and manuals. Students are encouraged to come to the Math
Lab for help with their math courses. No appointment is necessary
and hours when student tutors are available are posted on the door.
The Math Lab is located in the Administration Building Room 219.
The Computer Aided Instructional (CAI) Service is provided as
part of AMTH 112. It is staffed by an Instructor and student
assistants. Students are to come to the CAI lab at designated times as
indicated in their schedule or as agreed upon by the student and
instructor. The Testing Service, staffed by student assistants,
provides outside class testing for students in AMTH 112 and the
calculus sequence AMTH 141, 142, and 241.
Engineering
USCA offers the first two years of the USC Columbia Engineering
program. The program offers the core courses common to all
specialties in engineering and prepares the student to transfer as a
junior to the Columbia campus or to other universities which offer
baccalaureate degrees in engineering. The requirements for the first
two years for all engineering majors are the following:
110
Bachelor of Science—
Major in Mathematics/Computer Science
The program for the Bachelor of Science degree in Mathematics/
Computer Science allows the flexibility for a student to choose a
general advisement track or a computer science advisement track.
The curriculum provides a background for graduate studies and/or
careers in mathematics or computer science.
1.
General Education Requirements ...................................... 5 7
A.
Skills and Competencies 1 .......................................................................... 2 8
English 101 and 1022 ................................................................................................. 6
Composition/Composition and Literature
Applied Speech Communication3 ...................................... 3
Languages4 ............................................................................................................................... 8
Mathematics 5 (AMTH 141, 142, 174) ........................... 1 1
B.
Methods and History of Disciplines 6 .......................................... 2 9
Natural Sciences (choose 8 hours from the same area) .. 8
ACHM 111, 112 or APHY 211, 212,
or Biology, Geology
Social/Behavioral Sciences (at least two areas) ................ 6
Psychology, Sociology, Anthropology,
Economics, Political Science, Geography
Humanities7 (at least two areas) ......................................... 9
Philosophy (not logic),
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
History of Civilization (AHST 101 or AHST 102) ........ 3
American Political Institutions ......................................... 3
(APLS 201, AHST 201, or AHST 202)
2.
Major Requirements 5 ...................................................................................................... 5 2
Core Courses: ................................................................ 2 5
AMTH 241, 242, 544 ............................................. 1 1
ACSC 145, 146, 562 ................................................ 1 1
AMTH/ACSC 590 ...................................................... 3
General Advisement Track: ........................................ 2 7
AMTH 546 or AMTH 554 ....................................... 3
ACSC 210, ACSC 220 ................................................ 6
Other AMTH or ACSC
courses numbered above 3008 .................................. 1 8
or
Computer Science Advisement Track: .................... 2 7
ACSC 210, 220, one of {330, 550}, 411,
and 520 ...................................................................... 1 5
Other AMTH or ACSC courses
numbered above 3005 .............................................................................. 1 2
3.
Cognate or Minor
A cognate or minor is not required because of the
interdisciplinary nature of the program.
4.
Electives9 ................................................................................... 11
Total hours required 6 ................................................................................................................. 120
For undergraduate writing proficiency, see Proficiency Portfolio
in Writing described on page 46.
2
Students must complete English 101 with a grade of C or better in
order to fulfill general education requirements. Students must also
complete AEGL 102 with a grade of C or better in order to fulfill
general education requirements and before taking other English
courses.
3
The following are considered Applied Speech Communication
courses: ACOM 201, ACOM 241, and ACOM 342.
4
Two (2) semesters of the same language. See degree program
requirements for Language study.
5
Must have C or better
6
At least 3 hours must be in non-Western world studies, unless
an approved non-Western world studies course has been
completed elsewhere in the student’s degree program.
7
For a list of courses that will meet the Humanities general
education requirement, see page 31.
8
At most 6 hours of Independent study may be used.
9
Developmental courses cannot be used for credit toward this
degree.
1
Bachelor of Science—Major in Industrial Mathematics
The Bachelor of Science degree in Industrial Mathematics prepares
mathematically oriented students for careers in industry. The
curriculum includes a variety of courses in mathematics, computer
science, the natural sciences, and engineering.
1.
General Education Requirements ...................................... 5 7
A.
Skills and Competencies 1 .......................................................................... 2 8
English 101 and 1022 ................................................................................................. 6
Composition/Composition and Literature
Applied Speech Communication3 ................................................................ 3
Languages4 ............................................................................................................................... 8
Mathematics 5 (AMTH 141, 142, 174) ........................... 1 1
B.
Methods and History of Disciplines 6 .......................................... 2 9
Natural Sciences ................................................................... 8
APHY 211 and 212
Social/Behavioral Sciences (at least two areas) ................ 6
Psychology, Sociology, Anthropology,
Economics, Political Science, Geography
Humanities7 (at least two areas) ......................................... 9
Philosophy (not logic),
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
History of Civilization (AHST 101 or AHST 102) ........ 3
American Political Institutions ......................................... 3
(APLS 201, AHST 201, or AHST 202)
2.
Major Requirements5 .................................................................................................. 3 7
AMTH 241 Calculus III ...................................................... 4
AMTH 242 Differential Equations ................................... 4
AMTH 544 Linear Algebra ................................................ 3
ASTA 509 Statistics ............................................................ 3
ASTA 510 Statistical Quality Assurance ........................... 3
AMTH 518 Industrial Mathematics I ............................... 3
AMTH 519 Industrial Mathematics II ............................. 3
AMTH 599 Senior Project ................................................ 3
ACSC 145 Introduction to Algorithmic Design I ............ 4
ACSC 146 Introduction to Algorithmic Design II ........... 4
ACSC 562 Numerical Methods .......................................... 3
3.
Engineering 5 .............................................................................................................................. 1 2
Engineering (USCA) courses
numbered 200 and above ......................................... 1 2
4.
Technical Electives8 .......................................................................................................... 11
5.
Electives ...................................................................................... 9
Total hours required 6 ................................................................................................................. 126
1
For undergraduate writing proficiency, see Proficiency Portfolio
in Writing described on page 46.
2
Students must complete English 101 with a grade of C or better in
order to fulfill general education requirements. Students must also
complete AEGL 102 with a grade of C or better in order to fulfill
general education requirements and before taking other English
courses.
3
The following are considered Applied Speech Communication
courses: ACOM 201, ACOM 241, and ACOM 342.
4
Two (2) semesters of the same language. See degree program
requirements for Language study.
5
Must have C or better
6
At least 3 hours must be in non-Western world studies, unless
an approved non-Western world studies course has been
completed elsewhere in the student’s degree program.
7
For a list of courses that will meet the Humanities general
education requirement, see page 31.
8
Technical electives may be chosen from natural sciences (except
APHY 211 and 212), computer science (courses numbered 200 and
above), mathematics (courses numbered 300 and above),
engineering (ENGR 102 and courses numbered 200 and above),
technical writing or other courses approved by the Department.
Technical electives may include no more than nine credit hours of
engineering technology courses offered by technical colleges and
approved by the Department.
111
etc.) and who desire a background in computer
solutions to practical problems.
Minor in Computer Science
Prerequisites:
Mathematics placement above AMTH 111, or completion of either
AMTH 111 or 170 with a grade of C or better.
ACSC 145
Introduction to Algorithmic Design I. (4)
(Prereq: by mathematics placement above AMTH
111, or completion of either AMTH 111 or 170 with
a grade of C or better, or consent of instructor).
Designing algorithms and programming in a
procedural language. Three hours of lectures and
three hours of laboratory per week.
ACSC 146
Introduction to Algorithmic Design II. (4)
(Prereq: grade of C or higher in ACSC 145) A
continuation of ACSC 145. Rigorous development of
algorithms and computer programs; elementary data
structures. Three hours of lectures and three hours of
laboratory per week.
ACSC 204
Visual Basic Programming. (3) Computer
programming in the Visual Basic language.
Total hours required ....................................................................... 2 0
ACSC 205
Business Application Programming. (3)
Introduction to computer applications in business.
Problem solving in a business programming language.
Minor in Mathematics
ACSC 206
Scientific Application Programming. (3) (Prereq:
by mathematics placement above AMTH 111, or
completion of AMTH 111 or AMTH 122 or AMTH
170 with a grade of C or better, or consent of
department) Introduction to computer applications
in science and engineering. Problem solving in a
high-level language.
ACSC 207
Programming and the UNIX Environment. (3)
(Prereq: completion of either ACSC 145 or ACSC
206 with a grade of C or better, or consent of
Department.) Programming in the UNIX
environment, I/O programming, UNIX processes,
fork, exec, pipes and signals, the UNIX environment
tools.
ACSC 209
Topics in Computer Programming. (3) (Prereq:
consent of instructor) Programming and application
development using selected programming languages.
Course content varies and will be announced in the
schedule of classes by suffix and title.
ACSC 210
Computer Organization and Assembler
Language. (3) (Prereq: completion of ACSC 145
with a grade of C or better) Introduction to computer
organization and architecture; Topics include: Data
representation, assembler language programming,
logic unit, processor architecture, memory hierarchy,
Input and Output systems.
ACSC 220
Data Structures and Algorithms. (3) (Prereq:
Grade of C or better in AMTH 174 and ACSC 146, or
consent of instructor.) Theory and advanced
techniques for representation of information.
Abstract data types: lists, stacks, queues, sets, trees,
and graphs. Algorithms for sorting, searching, and
hashing.
ACSC 320
Practical Java Programming. (3) (Prereq: Grade
of C or better in ACSC 145) Additional topics in the
language of Java: graphics, colors, fonts, events,
layout managers, graphical user interfaces, applets,
exception handling, multithreading, multimedia.
ACSC 330
Programming Language Structures. (3) (Prereq:
Grade of C or better in ACSC 210 and ACSC 220)
Formal specification syntax and semantics; structure
of algorithms; list processing and string manipulation
languages; statement types, control structures, and
interfacing procedures.
Corequisite:
AMTH 174 Discrete Mathematics for Computer Science. This
course must be completed with a grade of C or better before taking
ACSC 220. AMTH 174 may be used in partial fulfillment of General
Education requirements.
Requirements:
ACSC 145 Introduction to Algorithmic Design I .............................. 4
ACSC 146 Introduction to Algorithmic Design II ............................. 4
ACSC 210 Comp. Systems and Assembler Lang. Prog. .................... 3
ACSC 220 Data Structures and Algorithms ........................................ 3
One additional ACSC course numbered 200 or above,
or EECE 211 Intro. to Comp. Engineering .............................. 3
One additional ACSC course numbered 300 or above ....................... 3
Prerequisite:
Completion of AMTH 141 and AMTH 142 with grades of C or
better.
Requirements:
AMTH 174 Discrete Mathematics ..................................................... 3
AMTH 241 Calculus III ........................................................................ 4
AMTH 242 Ordinary Differential Equations .................................... 4
Two other Math or Statistics courses number 300 and above
(except 503) .......................................................................................... 6
Total hours required ....................................................................... 1 7
Students wishing to take a cognate in Mathematics/Computer
Science should take any Mathematics courses numbered 241 or
above, or Computer Science 145, 146, or any Computer Science
courses numbered 210 or above.
Course Descriptions
Computer Science (ACSC)
ACSC 101
ACSC 102
112
Introduction to Computer Concepts. (3)
Capabilities and limitations of computers,
programming in BASIC, history and development of
modern computers, components of a computer
system, computer jargon, machine language, software
demonstration and evaluation. Intended primarily for
non-mathematics/computer science majors. Open
only to those students who have not previously
completed a computer course.
Computer Applications and Programming. (3)
(Prereq: grade of C or better in AMTH 108,
placement higher than AMTH 108 or consent of
department) Introduction to systematic computer
problem-solving using a procedural language.
Emphasis is placed upon algorithm development and
program implementation. This course also provides
exposure to applications such as spreadsheets,
database management and web-page design leading to
an advanced level of competency. The course is
intended for students who are already familiar with
the basic use of computers for non-calculating
purposes (word processing, use of the internet, email,
ACSC 376
Graph Theory for Computer Science. (3)
(Prereq: Grade of C or better in ACSC 146 and
AMTH 174) An algorithmic introduction to Graph
Theory and its applications. Topics include:
fundamental concepts for graphs, connectivity,
matrices of graphs, trees, paths and cycles,
matchings, graph colorings, and planar graphs.
ACSC 399
Independent Study. (3-9) (Prereq: consent of
instructor)
ACSC 411
Operating Systems. (3) (Prereq: a grade of C or
better in ACSC 220) Basic concepts and terminology
of operating systems. Process implementation,
synchronization, memory management, protection,
resource allocation, system modeling, pragmatic
aspects, case studies.
ACSC 415
Data and Computer Communications. (3)
(Prereq: ACSC 220) The study of concepts and
techniques used in designing and implementing data
communications systems. Topics will include
fundamental limitations on communication systems
through high level applications protocols such as
HTML. The concepts of layered systems will be
presented using OSI and TCP/IP systems as
examples.
Engineering (ENGR)
ENGR 101
Introduction to Engineering I. (3) Engineering
problem solving using computers and other
engineering tools.
ENGR 102
Introduction to Engineering II. (3) Introduction
to basic concepts in engineering graphics as a means
of communication, including orthographic
projections, descriptive modeling, and computer
graphics.
ENGR 200
Statics. (3) (Prereq: AMTH 141) Introduction to the
principles of mechanics. Equilibrium of particles and
rigid bodies. Distributed forces, centroids and centers
of gravity. Moments of inertia of areas. Analysis of
simple structures and machines. A study of various
types of friction.
ENGR 210
Dynamics. (3) (Prereq: ENGR 200) Kinematics of
particles and rigid bodies. Kinetics of particles with
emphasis on Newton’s second law; energy and
momentum methods for the solution of problems.
Applications of plane motion of rigid bodies.
ENGR 260
Introduction to the Mechanics of Solids. (3)
(Prereq: ENGR 200 and a grade of C or better in
AMTH 142, or consent of department). Concepts of
stress and strain; stress analysis of basic structural
members, consideration of combined stress, including
Mohr’s Circle; introductory analysis of deflection;
buckling of columns.
ENGR 290
Thermodynamic Fundamentals. (3) (Prereq:
grade of C or better in AMTH 142) Definitions,
work, heat and energy. First law analyses of systems
and control volumes. Second law analysis.
ENGR 330
Introduction to Vibrations. (3) (Prereq: ENGR
210, AMTH 242) Theoretical and experimental
analysis of systems involving one degree of freedom,
including measurement methods. Introduction to free
vibrations in systems with two degrees of freedom.
ENGR 360
Fluid Mechanics. (3) (Prereq: ENGR 200, APHY
211) Basic principles of fluid statics and dynamics;
conservation laws of mass, momentum and energy
developed in the context of control volume
formulation; application of dimensional analysis,
dynamic similitude, steady-state laminar viscous flow,
and turbulent flow.
ACSC 492, 493, 494, 495 Topics in Computer Science. (3)
(Prereq: consent of instructor) Study of selected
topics in computer science. To be offered as a lecture
course on a “demand basis” only.
ACSC 520
ACSC 550
ACSC 562
ACSC 590
Database System Design. (3) (Prereq: grade of C
or better in ACSC 220) Database organization; design
and use of database management systems; database
models, including network, hierarchical and
relational; data description languages, data
independence and representation.
Design and Analysis of Algorithms. (3) (Prereq:
grade of C or better in ACSC 220 and AMTH 141)
An introduction to the design and analysis of
fundamental algorithms in computer science. The
algorithmic design paradigms such as the greedy
method, divide and conquer, dynamic programming,
backtracking, and branch-and-bound. The analyses
of algorithms from different areas such as searching,
sorting, graph theory, combinatorial optimization,
and computational geometry. An introduction to the
theory of NP-completeness.
Numerical Methods. (3) (Prereq: grade of C or
better in AMTH 242 and AMTH 544 or consent of
instructor, and a working knowledge of
programming) An introduction to numerical methods
used in solving equations and systems of equations,
numerical integration, differential equations,
interpolation and approximation of functions.
Math/CS Capstone Seminar. [=AMTH 590] (3)
(Prereq: Senior standing in Math/CS or Math Ed
major, or consent of Department). Intended
primarily for Math/CS Majors and Math Ed Majors.
Each student is required to do an in-depth study of
some topic to be presented orally and in writing in
class, and to participate in the discussion and debate
of topics presented by other students. Topics will be
tied together under a common theme chosen by the
faculty.
Engineering, Electrical and Computer (EECE)
EECE 211
Digital Logic Design. (3) (Prereq: AMTH 141)
Computer structures; logic design; sequential
machines; engineering computing.
Electrical Engineering (ELCT)
ELCT 221
Circuits I. (3) (Prereq: AMTH 142). Linear circuit
analysis and design.
Mechanical Engineering (EMCH)
EMCH 301
Numerical Methods for Engineers. (3) (Prereq:
AMTH 242) Applications of numerical methods and
digital computers to solve engineering problems.
Methods of integration, differentiation, solution to
ordinary differential equations, root-finding, and
solution of simultaneous equations.
113
EMCH 327
Design of Mechanical Elements (3) (Prereq:
ENGR 210, 260, 360) Design against static failure
and fatigue failure of structural members and machine
parts; design and selection of components including
fasteners, welds, shafts, springs, gears, bearings and
chain drives.
optimization. (Not intended for those who plan to
take more than one calculus course).
AMTH 140L
Introduction to Computer Algebra. (1) (Prereq:
to be taken concurrently with AMTH 111 or AMTH
112, or after completion of AMTH 111 or AMTH
112 (a grade of C or better is required in these courses
to continue into calculus), or by placement above
AMTH 111, or by consent of Department) A
laboratory course to introduce the use of a computer
algebra system to solve problems symbolically,
numerically, and graphically. Highly recommended
for students planning to enter the calculus sequence
AMTH 141, 142, 241, 242 if they have not had
previous experience with the snytax of a computer
language; such students are encouraged to take
AMTH 140L before enrolling in a calculus course.
(The course meets 3 hours per week for the first half
of the semester.)
AMTH 141
Calculus I. (4) (Prereq: by placement, consent of
department, or grade of C or better in AMTH 111
and AMTH 112) Functions; limits; derivatives of
algebraic, trigonometric, exponential, and
logarithmic functions; graphical concepts including
parametric equations; and introduction to
integration. (5 contact hours a week integrating
lecture and lab activities).
AMTH 142
Calculus II. (4) (Prereq: grade of C or better in
AMTH 141 or consent of department) Integration
including change of variable and integration by parts;
applications to area and volume. Infinite series
including power series, Taylor’s formula, and
approximations. (5 contact hours a week integrating
lecture and lab activities).
AMTH 170
Finite Mathematics. (3) (Prereq: by placement, or
grade of C or better in AMTH 108, or consent of
department). Matrices, systems of linear equations,
linear programming, permutations and combinations,
elementary probability and statistics, mathematics of
finance. (A student who earned credit for AMTH 121
may not take AMTH 170 for credit.)
AMTH 174
Discrete Mathematics for Computer Science.
(3) (Prereq: by mathematics placement above AMTH
111, completion of either AMTH 111 or AMTH 170
with a grade of C or better, or consent of
department) Basic mathematics needed for the study
of computer science: Propositions and predicates;
mathematical induction, sets, relations, boolean
algebra, automata, grammars and languages,
computable functions.
AMTH 199
Selected Topics in Freshman Mathematics. (3)
(Prereq: consent of department). Topics in
mathematics at the freshman level which are not
regularly covered in the standard Mathematics
curriculum.
AMTH 221
Basic Concepts of Elementary Mathematics I.
(3) The meaning of numbers, fundamental operations
of arithmetic, the structure of the real number
system and its subsystems, elementary number
theory. Open only to students in elementary
education, early childhood education, or others
pursuing add-on certification in elementary
education. This course cannot be taken for general
education mathematics credit by students who are not
graduating in the elementary, early childhood or
special education programs. AMTH 221 and AMTH
222 may be taken in any order.
Mathematics (AMTH)
AMTH 103
Mathematics in Society. (3) Contemporary
mathematical thinking is emphasized through the
study of consumer finance and financial
management, counting methods and probability, and
an introduction to statistics and its uses in today’s
world. Appropriate technology will be used to
support the course. AMTH 103 and AMTH 104 may
be taken in any order.
AMTH 104
Mathematics for Practical Purposes. (3) The
study of number theory, set theory, linear equations
and inequalities, quadratic and exponential functions
and their uses in the real world. Appropriate
technology will be used to support the courses.
AMTH 103 and AMTH 104 may be taken in any
order.
AMTH 108
AMTH 111
AMTH 112
AMTH 122
114
Applied College Algebra. (3) (Prereq: by
appropriate score on the mathematics placement
exam or by consent of the department. Completing
AMTH 104 with a grade of C or better can satisfy
the placement exam requirement.) Study of functions
and graphical methods with the aid of technology.
Topics include linear, quadratic, exponential, and
other functions; solving equations; properties of
logarithms and exponents. Emphasis will be on using
algebra as a language for expressing problems and
using algebraic and graphical methods for solving
problems, data analysis, and other applications.
Required graphing calculator specified in course
schedule. (Four hours per week typically divided into
2 hours lecture and 2 hours collaborative learning,
discussion, and exploratory activities).
Precalculus Mathematics I. (3) (Prereq: by
placement, or grade of C or better in AMTH 108, or
consent of department; may be taken concurrently
with AMTH 112) Topics in algebra specifically
needed for AMTH 141, 142, 241: the study of
equations and inequalities, graphs, functions and
inverse functions including logarithmic and
exponential functions, zeros of polynomials, and
systems of equations and inequalities.
Precalculus Mathematics II. (3) (Prereq: by
placement, or grade of C or better in AMTH 108, or
consent of department; may be taken concurrently
with but not before AMTH 111) Topics in
trigonometry specifically needed for AMTH 141,
142, 241: trigonometric functions and their
applications. Includes the study of complex numbers,
vectors and polar coordinates.
Survey of Calculus with Applications. (3)
(Prereq: by placement, or grade of C or better in
AMTH 108, or consent of department). An
intuitive approach to the concepts and applications
of differential calculus through the study of rates of
change and their interpretations, using data-driven,
technology-based modeling. Topics include linear,
quadratic, cubic, exponential, and logistic models for
discrete data; rates of change; calculating derivatives;
interpreting derivatives as rates of change; relating
first and second derivatives to graphs; and
AMTH 222
AMTH 241
Basic Concepts of Elementary Mathematics II.
(3) (Prereq: by placement, grade of C or better in
AMTH 108 or consent of the Department) Informal
geometry and basic concepts of algebra open only to
students in elementary education, early childhood
education, or others pursuing add-on certification in
elementary education. This course cannot be taken
for general education mathematics credit by students
who are not graduating in the elementary, early
childhood or special education programs. AMTH
221 and AMTH 222 may be taken in any order.
Calculus III. (4) (Prereq: grade of C or better in
AMTH 142 or consent of department) Vector
algebra and vector calculus, including gradients,
vector fields, line integrals, multiple integrals,
divergence and rotation, Jacobians, and cylindrical
and spherical coordinates.
AMTH 531
Foundations of Geometry. (3) (Prereq: AMTH
241 or consent of instructor) The study of geometry
as a logical system based upon postulates and
undefined terms. The fundamental concepts of
Euclidean geometry developed rigorously on the basis
of a set of postulates. Some topics from nonEuclidean geometry.
AMTH 540
Modern Applied Algebra. (3) (Prereq: grade of C
or better in AMTH 544; and also grade of C or better
in either AMTH 174 or EECE 211; or consent of
Department). Introductory modern algebra
emphasizing finite structures useful in applied areas,
including binary relations and Boolean algebras.
Applications of the mathematical topics studied are a
significant part of the course.
AMTH 544
Linear Algebra. (3) (Prereq: grade of C or better in
AMTH 241 or consent of the department) Vector
spaces, linear transformations and matrices,
determinants. Systems of equations, inversion,
characteristic equations, eigenvectors, eigenvalues,
Cayley-Hamilton theorem, quadratic forms, Jordan
and rational forms, functions of matrices.
AMTH 242
Ordinary Differential Equations. (4) (Prereq:
grade of C or better in AMTH 142 or consent of
department) First order and linear higher order
ordinary differential equations, systems of equations,
Laplace transforms.
AMTH 399
Independent Study. (3-9) (Prereq: consent of
instructor)
AMTH 546
AMTH 420
History of Mathematics. (3) (Prereq: a grade of C
or better in AMTH 142 and AMTH 174 or consent
of instructor) A survey of the development of
mathematics from ancient times to the present with
emphasis on the development of algebra, geometry,
and calculus, and the contributions of mathematics to
advances in science and technology.
Introduction to Algebraic Structures. (3) (Prereq:
grade of C or better in both AMTH 241 and AMTH
174, or consent of department) Sets, mappings,
equivalence relations. Elementary properties of semigroups, groups, rings, fields.
AMTH 550
Advanced Multivariable Calculus. (3) (Prereq:
grade of C or better in AMTH 241 or consent of
instructor) Vector calculus of n-variables; implicit and
inverse function theorems; extremum problems;
Lagrange multipliers; Taylor series; Jacobians;
multiple integrals; line integrals; vector fields; surface
integrals; theorems of Green, Stokes and Gauss.
AMTH 552
Complex Variables. (3) (Prereq: A grade of C or
better in AMTH 241). Complex integration, calculus
of residues, conformal mapping, Taylor and Laurent
series expansions, applications.
AMTH 554
Introduction to Analysis. (3) (Prereq: AMTH 241)
Theory of functions of one variable; limits;
continuity; differentiation, integration; Taylor series;
power series; sequences and series of functions.
AMTH 590
Math/CS Capstone Seminar. [=ACSC 590] (3)
(Prereq: Senior standing in Math/CS or Math Ed
major, or consent of Department). Intended
primarily for Math/CS Majors and Math Ed Majors.
Each student is required to do an in-depth study of
some topic to be presented orally and in writing in
class, and to participate in the discussion and debate
of topics presented by other students. Topics will be
tied together under a common theme chosen by the
faculty.
AMTH 598
Internship in Industrial Mathematics. (3-6)
(Prereq: a grade of C or better in AMTH 519 and
ASTA 510) Provides work experience in industry.
The student will be given an assignment in an
industry in which the mathematical, technical,
engineering and communication skills can be
employed. (Pass/Fail grading)
AMTH 599
Senior Capstone Seminar in Industrial
Mathematics. (3) (Coreq or prereq: AMTH 598)
Major topics and issues in industrial mathematics to
be chosen by instructor. Requirements include a
report of the student’s internship, plus an integration
of the principles of the course work in a project to be
presented in class.
AMTH 492, 493, 494, 495 Topics in Mathematics. (3 each)
(Prereq: consent of instructor) Study of selected
mathematical topics. To be offered as a lecture
course on a “demand basis” only.
AMTH 503
AMTH 518
AMTH 519
Geometry for Middle School/General
Mathematics Teachers (3) (Prereq: by examination
placement above AMTH 112, a grade of C or better
in AMTH 221 or AMTH 222, or by a grade of C or
better in AMTH 111 and AMTH 112, or consent of
instructor). Topics include: methods of proofs,
concepts and selected theorems of Euclidean
geometry with a concentration on proofs/problemsolving using geometric concepts with selected
software. Open only to middle school and elementary
education majors and teachers of General
Mathematics at the secondary level. (This course is
not appropriate for secondary mathematics
certification).
Industrial Mathematics I. (3) (Prereq: a grade of C
or better in AMTH 174 and AMTH 544 and ASTA
509) The construction of mathematical models for
applied problems using discrete mathematics and
statistics. This course emphasizes the use of advanced
mathematical methods for the solution of “real
world” problems arising from an industrial setting.
Industrial Mathematics II. (3) (Prereq: a grade of
C or better in AMTH 242 and AMTH 544) The
construction of mathematical models for applied
problems in terms of ordinary and partial differential
equations. This course emphasizes the use of
advanced mathematical methods for the solution of
“real world” problems arising from an industrial
setting.
115
Statistics (ASTA)
ASTA 201
ASTA 509
ASTA 510
Elementary Statistics. (3) (Prereq: Grade of C or
better in AMTH 108, or consent of department). An
introductory course in the fundamentals of modern
statistical methods. Topics include descriptive
statistics, probability, sampling, tests of hypotheses,
estimation, simple linear regression, and correlation.
To give students throughout the university a noncalculus based introduction to the application of
modern statistical methods including descriptive and
inferential statistics. Appropriate technology will be
used to support the course. Primarily for students in
fields other than Mathematics who need a working
knowledge of statistics. (Four hours per week
typically divided into two hours of lecture and two
hours of collaborative learning, discussion, and
exploratory activities.)
Statistics. (3) (Prereq: A grade of C or better in
AMTH 141; or in both AMTH 122 and one of
AMTH 170, ASTA 201, or APSY 225; or consent of
the Department). Basic probability and statistics with
applications. Data collection and organization,
elementary probability, random variables and their
distributions, estimation and tests of hypotheses,
linear regression and correlation, analysis of
variance, applications and use of a statistical
package.
Statistical Quality Assurance. (3) (Prereq: a grade
of C or better in ASTA 509) Basic graphical
techniques and control charts. Experimentation in
quality assurance. Sampling issues. Other topics
include process capability studies, error analysis,
estimation and reliability.
D E PA RT M E N T O F PSYC H O LO G Y
Edward J. Callen, Department Chair
Professors
Edward J. Callen (Psychology), Ph.D., Northern Illinois University,
1986
Keri A. Weed (Psychology), Ph.D., Notre Dame, 1984,
Carolina Trustee Professor
Associate Professor
Maureen H. Carrigan (Psychology), Ph.D., State University of New
York - Binghamton, 1998
Assistant Professors
Beverly L. Fortson (Psychology), Ph.D., West Virginia University,
2005
Laura N. May (Psychology), Ph.D., University of Tennessee, 2002
Dawn A. Morales (Psychology), Ph.D., University of California San Diego, 2003
Jane A. Stafford (Psychology), Ph.D., State University of New York
- Binghamton, 2002
Sarah B. Stevens (Psychology), Ph.D., West Virginia University,
2008
Instructor
Jack D. Arnal (Psychology), Ph.D., University of Arkansas, 2008
Distinguished Professors Emeriti
Thomas L. Boyd (Psychology), Ph.D., State University of New
York-Binghamton, 1978
O. Joseph Harm (Psychology), Ph.D., Vanderbilt University, 1975
William J. House (Psychology), Ph.D., University of South Carolina,
1974
Professor Emerita
Emilie Towler (Psychology), M.A., University of Rochester, 1948
Department Mission Statement
The mission of the University of South Carolina Aiken Department
of Psychology is to educate students in the knowledge, research
techniques, and basic and applied perspectives of the various subfields
of psychology in an individualized learning environment.
Psi Chi
The Psychology Department sponsors a campus chapter of Psi Chi.
Psi Chi is the National Honor Society in Psychology, founded in
1929 for the purposes of encouraging, stimulating, and maintaining
excellence in scholarship, and advancing the science of psychology.
Curricula
In order to be awarded a bachelor’s degree, students must complete
the basic degree requirements listed below and specific major
requirements. Students seeking a bachelor’s degree in the Department
of Psychology must have a grade of C or better in each major course
in order for that course to count toward major credit. Courses in
which a grade of less than C is made may be repeated. Developmental courses will not count toward the 120 hour requirement for a
bachelor’s degree in this department. The basic requirements include
116
the cognate or minor. The cognate is a minimum of 12 hours with
grades of C or better of course work which support the major. The
cognate must be selected from specific upper-level courses in related
areas and must be approved by the student’s advisor. However, it is
the student’s responsibility to plan a suitable course of study for his/
her goals and to consult frequently with a major advisor as to the
selection of courses. Requirements for a minor are specified within
the department offering it. Each student is responsible for ensuring
completion of all degree requirements and compilation of records of
course work.
Bachelor of Arts—Major in Psychology
1.
Attendance Policy
Each faculty member in the Department of Psychology will establish
the attendance policy for his/her own classes and will include that
policy in the course syllabus.
Bachelor of Arts or Science—Major in Psychology
The principal difference between the Bachelor of Arts and the
Bachelor of Science degree is that the Bachelor of Arts degree
includes more humanities and/or social sciences courses, whereas the
Bachelor of Science degree includes more natural and/or
mathematical sciences courses.
In order to be awarded the Bachelor of Arts degree with a major in
Psychology, the students must complete the University General
Education Requirements, plus at least 3 additional hours in
humanities or social sciences. Cognate or Minor requirements must
be selected from humanities, social science, education, and/or
business courses. Cognate courses must be selected from specific
upper-level courses in related areas and must be approved by the
student’s advisor. Psychology 101 must be completed toward
fulfillment of the Social and Behavioral Sciences general education
requirement.
In order to be awarded the Bachelor of Science degree with a major in
Psychology, the students must complete the University General
Education Requirements, plus at least 4 additional hours in natural
sciences or 3 additional hours in mathematical sciences. Cognate or
Minor requirements must be selected from natural science,
mathematical science, and/or exercise science courses. Cognate
courses must be selected from specific upper-level courses in related
areas and must be approved by the student’s advisor. At least one
course in calculus must be taken as partial fulfillment of the general
education math requirement. Psychology 101 must be completed
toward fulfillment of the Social and Behavioral Sciences general
education requirement.
Major requirements are the same for both the Bachelor of Arts and
Bachelor of Science degrees. These are Psychology 225, 225L, 226,
and 445; plus at least 20 additional hours in Psychology at the 300
level or above. These 20 additional hours must include at least two
lab courses, with at least one from 351, 381, 451, 471. Students
planning to do graduate work should take as many of the 300-400
level courses as possible. Psychology students may take up to 6 hours
of courses in independent study (Psychology 399, 598) for major
credit; an additional 3 hours of course work of this type may be
counted as elective credit. Students may not count more than 60
hours of psychology courses toward the 120 hours required for the
baccalaureate degree. At least 12 hours of the required upper-level
(300 and above) major credit for the Psychology B.A. or B.S. must
be earned in courses taken in the USCA Psychology program.
General Education Requirements ..................................... 5 5
A.
Skills and Competencies 1
English 101 and 1022 ................................................................................................. 6
Composition/Composition and Literature
Math/Statistics/Logic3 ................................................................................................ 6
Applied Speech Communication4 ...................................... 3
Languages5 ............................................................................ 8
B.
Methods and History of Disciplines 6
Natural Sciences ................................................................... 8
Biology, Chemistry, Physics, Geology,
Astronomy (2 labs)
Social/Behavioral Sciences (at least two areas) ................ 6
APSY 101 and from Sociology, Anthropology,
Economics, Political Science, Geography
Humanities7 (at least two areas) ......................................... 9
Philosophy (not logic),
History 200 and above, Literature,
Fine Arts History, Religion,
Humanities (AHUM acronym),
Selected Language courses,
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
History of Civilization (AHST 101 or AHST 102) ........ 3
American Political Institutions ......................................... 3
(APLS 201, AHST 201, or AHST 202)
One additional course in humanities or social sciences ... 3
2.
Major Requirements 8 ...................................................................................................... 3 1
APSY 225, 225L, 226 and 445 ................................................ 1 1
Psychology at the 300 level or above
(must include at least two lab courses,
with at least one from 351, 381, 451, 471) ........................... 2 0
3.
Cognate or Minor .............................................................. 12-18
must be selected from humanities, social science, education,
and/or business courses
4.
Free Electives ...................................................................... 15-22
(may include 3 hours in independent study [APSY 399])
Total hours required 6 ................................................................... 120
1
For undergraduate writing proficiency, see Proficiency Portfolio
in Writing described on page 46.
2
Students must complete English 101 with a grade of C or better in
order to fulfill general education requirements. Students must also
complete AEGL 102 with a grade of C or better in order to fulfill
general education requirements and before taking other English
courses.
3
AMTH 221 and AMTH 222 cannot be used for General Education
math credit EXCEPT by students graduating with degrees in
Elementary, Early Childhood or Special Education.
4
The following are considered Applied Speech Communication
courses: ACOM 201, ACOM 241, and ACOM 342.
5
Two (2) semesters of the same language. See degree program
requirements for Language study.
6
At least 3 hours must be in non-Western world studies, unless
an approved non-Western world studies course has been
completed elsewhere in the student’s degree program.
7
For a list of courses that will meet the Humanities general
education requirement, see page 31.
8
Requirements are the same for both the Bachelor of Arts and
Bachelor of Science degrees
117
Bachelor of Science—Major in Psychology
1.
General Education Requirements ............................... 55-56
A.
B.
2.
Skills and Competencies 1
English 101 and 1022 ................................................................................................. 6
Composition/Composition and Literature
Math/Statistics/Logic3 ................................................................................................ 6
(at least one calculus course)
Applied Speech Communication4 ...................................... 3
Languages5 ............................................................................ 8
Methods and History of Disciplines 6
Natural Sciences ................................................................... 8
Biology, Chemistry, Physics, Geology,
Astronomy (2 labs)
Social/Behavioral Sciences (at least two areas) ................ 6
APSY 101 and from Sociology, Anthropology,
Economics, Political Science, Geography
Humanities7 (at least two areas) ......................................... 9
Philosophy (not logic),
History 200 and above, Literature,
Fine Arts History, Religion,
Humanities (AHUM acronym),
Selected Language courses,
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
History of Civilization (AHST 101 or AHST 102) ........ 3
American Political Institutions ......................................... 3
(APLS 201, AHST 201, or AHST 202)
One additional mathematics or natural science course 3-4
Major Requirements 8 ...................................................................................................... 3 1
APSY 225, 225L, 226 and 445 ................................................ 1 1
Psychology at the 300 level or above
(must include at least two lab courses,
with at least one from 351, 381, 451, 471) ........................... 2 0
3.
Cognate or Minor .............................................................. 12-18
must be selected from natural science, mathematical science,
and/or exercise science courses
4.
Free Electives ...................................................................... 15-22
(may include 3 hours in independent study [APSY 399])
Total hours required 6 ................................................................... 120
1
For undergraduate writing proficiency, see Proficiency Portfolio
in Writing described on page 46.
2
Students must complete English 101 with a grade of C or better in
order to fulfill general education requirements. Students must also
complete AEGL 102 with a grade of C or better in order to fulfill
general education requirements and before taking other English
courses.
3
AMTH 221 and AMTH 222 cannot be used for General Education
math credit EXCEPT by students graduating with degrees in
Elementary, Early Childhood or Special Education.
4
The following are considered Applied Speech Communication
courses: ACOM 201, ACOM 241, and ACOM 342.
5
Two (2) semesters of the same language. See degree program
requirements for Language study.
6
At least 3 hours must be in non-Western world studies, unless
an approved non-Western world studies course has been
completed elsewhere in the student’s degree program.
7
For a list of courses that will meet the Humanities general
education requirement, see page 31.
8
Requirements are the same for both the Bachelor of Arts and
Bachelor of Science degrees
118
Required Exit Exam in Major. In addition to the major course
requirements, students must complete an exit exam in psychology.
This exam is administered by the Office of Assessment. Students are
responsible for making arrangements to take it at the same time as
they submit the Application for Degree.
Minor in Psychology
Requirements:
Psychology 101 ..................................................................................... 3
One course selected from APSY 310, 320, 330, 340 ....................... 3
One course selected from APSY 350, 360, 380, 450, 470 .............. 3
One course selected from APSY 400 and higher ............................... 3
Two courses from the 300 level or above .......................................... 3
Total ...................................................................................................... 1 8
Honors Program
Students will receive a B.A. or B.S. with Honors in Psychology if
they fulfill the following requirements:
1. Acceptance into Honors Program - Entry into the program will
be through a formal application reviewed and approved by the
Psychology Department. The application will include the
student’s course work, grade point average and letter of
nomination from a faculty member. Psychology majors may
apply to the program if they have at least sophomore status
and at least 3 credit hours in Psychology at the 200 level and
above.
2.
APSY 499 - Research Seminar (1 credit hour—Prereq or coreq:
APSY 225; or consent of instructor). This course will be
offered at one meeting time per week. During these meetings,
Psychology faculty will present their research/theoretical ideas
in a seminar format. Students will be required to read assigned
materials to prepare for lectures. Students will also be required
to present material in class. Students may take this course for
credit a maximum of three times.
Students not accepted into the Honors Program may take
APSY 499 as long as they have at least sophomore status and
at least 3 credit hours in Psychology at the 200 level and
above. It will be recommended that honors students take the
seminar course no later than their junior year to allow time to
complete the research thesis (see below).
3.
APSY 599 - Honors Research Thesis. (3 credit hours - Prereq:
consent of Honors Supervisor, APSY 499, and project approval
by Honors Committee). In addition to attending the research
seminar (APSY 499), honors students will be required to
conduct a laboratory/practicum research project under the
supervision and direction of any psychology faculty member. At
the end of the course, each student will be required to prepare a
paper in the form of an Honors Thesis. These projects may be
conducted individually, or several students may elect to work on
a single project, depending upon student interest and faculty
availability. Thesis preparation and eventual defense (see below)
must be conducted individually. Each research project must
receive approval by a committee composed of three
Psychology Department faculty members prior to registration
in APSY 599.
Honors Thesis Defense - each honors student will be required to
successfully “defend” the thesis, with the honors defense
committee comprised of the faculty director of the project and
two additional psychology faculty. The honors committee must
approve the defense in order for the student to graduate with
honors.
4.
Course requirements for a bachelor’s degree in Psychology plus
at least 3-6 additional credit hours in Psychology at the 300
level and above, depending on credit earned for APSY 599.
5.
Grade point average of 3.0 in Psychology and grade point
average of 2.85 overall at time of graduation.
APSY 340
Social Psychology. (3) The study of interpersonal
processes including topics such as conformity,
attraction, altruism, aggression, prejudice, persuasion
and group dynamics.
APSY 341
Social Research Laboratory. (1) (Prereq: APSY
226 with a grade of C or better; Prereq or coreq:
APSY 340; or consent of instructor) Practice in
measuring various psychosocial processes such as
attitudes and social behaviors. One three-hour
laboratory per week.
APSY 350
Principles of Learning and Behavior. (3) An
examination of classical and instrumental (operant)
conditioning principles within classic and
contemporary theoretical frameworks. Concepts
such as habituation, reinforcement, punishment,
aversive learning, extinction, memory, and biological
constraints on learning will be addressed. The
research focus will be on animal learning
experiments, with relevance to the analysis of human
behavior illustrated.
APSY 351
Principles of Learning and Behavior
Laboratory. (1) (Prereq: APSY 226 with a grade of
C or better; Prereq or coreq: APSY 350; or consent
of instructor) Practice in experimental techniques in
the study of learning. One three-hour laboratory per
week.
APSY 360
Cognitive Processes. (3) Classical and
contemporary approaches to the study of human
memory, attention, cognitive growth, problem
solving and language.
APSY 361
Cognitive Processes Laboratory. (1) (Prereq:
APSY 226 with a grade of C or better; Prereq. or
coreq: APSY 360; or consent of instructor) Practice
in experimental techniques to measure cognitive
phenomena, including perception, attention,
memory, and language. One three-hour laboratory
per week.
APSY 380
Motivation. (3) The study of human behavior as it is
determined by motives and emotions. An analysis of
primary and learned motivators in the context of
contemporary research and theory, with emphasis on
the relationship of motives and emotions to the
reward, punishment and energization of behavior.
APSY 381
Motivation Laboratory. (1) (Prereq: APSY 226
with a grade of C or better; Prereq or coreq: APSY
380; or consent of instructor) Practice in the
experimental techniques in the study of human
motives and emotions. Students will develop
methodological skills in the assessment and
manipulation of the physiological, cognitive and
behavioral determinants of the motives and
emotions. One three-hour laboratory per week.
APSY 399
Independent Study. (3-6) (Prereq: consent of
instructor)
APSY 400
Psychology of the Exceptional Child. (3) (Prereq:
APSY 310) A study of the mentally, sensory or
physically handicapped or disabled child and the
gifted/talented child; the characteristics, causes, needs
and guidance of development. Stability and change in
cognition, social behavior and personality will be
explored.
APSY 405
Infant and Child Psychology. (3) (Prereq: APSY
310) Theories, methods and substantive issues of
development. Stability and change in cognition,
social behavior and personality will be explored.
Course Descriptions
Psychology (APSY)
Psychology (APSY) 101 is a prerequisite for all courses unless
otherwise specified.
APSY 101
Introductory Psychology. (3) An introduction to
the areas of the study of human behavior, theories
and facts, research and application.
APSY 200
Topics in Applied Psychology. (3) The application
of psychological principles to topics of current
interest. Topics will be announced. Course may be
taken twice with different topics.
APSY 210
Stress and Coping. (3) An examination of the
physiological, environmental and cognitive
determinants of stress, its effects on behavior, and
mechanisms of coping with stress.
APSY 225
Quantitative Analysis in the Behavioral
Sciences. (3) (Prereq: completion of AMTH 108
with a grade of C or better, placement above AMTH
108, or permission of instructor) An applied
introduction to the analysis of data.
APSY 225L
Quantitative Analysis Laboratory. (1) (Prereq or
coreq: APSY 225 or consent of instructor) Practice
in the analysis of data using activity-based learning.
Emphasis will be on the use of standard computer
statistical analysis systems and the interpretation of
results. Students will learn to access data files from
the Internet for analysis. Required of all Psychology
majors. Optional for other majors. One three-hour
laboratory per week.
APSY 226
Method and Design in the Behavioral Sciences.
(4) (Prereq: APSY 225 and APSY 225L with a grade
of C or better, or consent of instructor) A survey of
the goals, problems and methods of the
contemporary study of behavior. Three lectures and
three laboratory hours per week.
APSY 310
Developmental Psychology. (3) A survey of human
development from conception through senescence,
the description and explanation of changes resulting
from maturation and environmental experiences.
APSY 320
Abnormal Psychology. (3) A survey of the major
types of behavior pathology, their determinants and
therapeutic interventions.
APSY 330
Personality Psychology. (3) The major theoretical
perspectives of normal personality development,
structure, dynamics, assessment and change.
APSY 331
Personality Assessment Laboratory. (1) (Prereq:
APSY 226 with a grade of C or better; Prereq or
coreq: APSY 330; or consent of instructor) Practice
in developing a measure of various personality traits
and testing hypotheses that some traits are related to
each other. One three-hour laboratory per week.
119
APSY 410
Psychology of Adolescence. (3) (Prereq: APSY
310) The intellectual, emotional and social
development of adolescent individuals, challenges and
adjustments.
APSY 415
Adult Development. (3) (Prereq: APSY 310)
Intellectual, emotional and social changes from
young adulthood through death and dying. Life tasks
relevant to young, middle and old ages will be
covered.
APSY 425
APSY 440
APSY 445
APSY 450
APSY 451
APSY 470
Neuroscience. (3) Anatomical and physiological
factors in behavior, including the physiology of
learning, drug affects on behavior and the
electrochemical behavior of the brain.
APSY 471
Neuroscience Laboratory. (1) (Prereq: APSY 226
with a grade of C or better; Prereq. or Coreq: APSY
470; or consent of instructor) Practice with
biological and behavioral methodologies used to
investigate the physiological bases of behavior. One
three-hour laboratory per week.
APSY 480
Health Psychology. (3) A survey of the
psychosocial factors that influence wellness, disease,
and the performance of health behaviors. Illness
prevention, management, and treatment will be
examined.
APSY 490
Human Sexuality. (3) Physiological and
psychological aspects of human sexual behavior. A
survey and theoretical understanding of normal and
abnormal forms of sexual behavior and their
treatment.
APSY 499
History and Systems of Psychology. (3) (Prereq:
Junior standing or consent of instructor) An
introduction to historical development of
contemporary psychological theory.
Research Seminar. (1) (Prereq or coreq: APSY
225 or consent of instructor) A presentation of
research/theoretical topics in a seminar format.
Honors and nonhonors students may enroll. May be
repeated for credit a maximum of three times.
APSY 500
Sensation and Perception. (3) Classical and
contemporary approaches to how we perceive and
respond to the environment, including sensory
processes, motion perception, art, and illusions.
Seminar in Advanced Psychology. (3) Intensive
study of topics of current interest in psychology.
Topics will be announced. Course may be taken twice
with different topics.
APSY 598
Individual Research. (1-3 each) (Prereq: 15
credits including APSY 226) Each student will plan to
execute one or more original minor researches under
the instructor’s supervision.
APSY 599
Honors Research Thesis. (3) (Prereq: consent of
honors supervisor, APSY 499 and honors project
approval by honors committee) Student will conduct
a laboratory/ practicum research project under
instructor’s supervision. Student must complete
thesis and thesis defense to receive honors program
credit. May be repeated for degree credit for a
maximum of six hours with approval of Honors
Committee.
Childhood Psychopathology. (3) An introduction
to the field of abnormal child psychology and the
associated major theories. Students will be exposed
to the pathogenic process (i.e. developmental
sequence) of psychological disorders from early
childhood to late adolescence. A major goal of the
course is to promote critical thinking on major issues
such as the genetic, biological, and environmental
influences on behavior, emotions, and personality in
conjunction with associated assessment, diagnostic,
and treatment procedures.
Psychological Testing and Measurement. (3) An
overview and application of psychological tests and
measurement techniques. This course will emphasize
test construction and psychometric properties of
psychological tests, including measure of behavior,
personality, intelligence and aptitude. This course
will also cover general ethical and applied issues of
testing.
Sensation and Perception Laboratory. (1)
(Prereq: APSY 226 with a grade of C or better;
Prereq or coreq: APSY 450; or consent of
instructor) Practice with psychophysics,
physiological measures, and other methodologies used
to investigate and experience perceptual phenomena.
One three-hour laboratory per week.
APSY 460
Introduction to Clinical Psychology. (3) An
introduction to applied psychology including
knowledge of theory, diagnosis and assessment,
treatment, and ethical issues in clinical psychology.
Students will receive some in-class training in clinical
interviewing and assessment techniques.
APSY 461
Behavioral Therapy Laboratory. (1) (Prereq:
APSY 226 with a grade of C or better; Prereq or
coreq: APSY 320 or APSY 460; or consent of
instructor) Students will be provided with supervised
training and experience in various behavioral
therapy/modification techniques in working with
select clinical populations. One three-hour
laboratory per week.
APSY 465
Psychology of Addictive Behaviors. (3) An
introduction to the psychology of addictive
behaviors, including an overview of the major
theories of why people use/abuse substances. The
major approaches used to treat addictive behaviors
will be covered. A major goal of the course is to
stimulate critical thinking in this area and to increase
understanding of the links between theory and
120
intervention. A second goal of the course is to
introduce the student to contemporary issues and
controversies related to addictions.
Pre-Professional Programs
Offered by the Department of Biology and Geology and the
Department of Chemistry and Physics
majoring in Chemistry seeking to enter these professional areas
should contact Dr. Kutty Pariyadath in the Department of
Chemistry and Physics for advisement. For those students majoring
in Biology, the Pre-Med. advisor is Dr. William Jackson, the Pre-Vet.
advisor is Dr. Garriet Smith, the Pre-Dentistry advisor is Dr. Hugh
Hanlin.
Pre-Professional Program Advisors
Pre-Pharmacy
William H. Jackson, Department of Biology and Geology
Kutty Pariyadath, Department of Chemistry and Physics
The South Carolina College of Pharmacy with two campuses located
in Columbia and Charleston accepts applications for admission from
both students who have finished a Bachelors degree or from those
who have not provided that those students have completed a fixed
set of required courses. The USCA pre-pharmacy curriculum,
overseen by faculty members in the Department of Chemistry and
Physics, satisfies the set of required courses for the South Carolina
College of Pharmacy as well as for most other pharmacy schools.
Students are strongly encouraged to apply to more than one
pharmacy school and therefore will need to bring the list of required
courses from those other schools with them to their first meeting
with their advisor. The required courses for admission to the South
Carolina College of Pharmacy are usually taken over four to six
semesters and cover a wide range of subjects.
Curricula
A number of pre-professional program curricula are offered by the
Department of Biology and Geology and the Department of
Chemistry and Physics. Students will be assisted in program planning
and course selection by a faculty advisor. It is the responsibility of
each student to see to it that all requirements for his or her program
are completed.
Allied Health Professions
USCA offers science-oriented students the opportunity of
completing one of several two-year pre-professional programs
including:
medical technology
physical therapy
occupational therapy
cytotechnology
dental hygiene
medical records administration
respiratory therapy
radiologic technology
physician assistant
Students plan with their academic advisors a program which best
prepares them for the particular chosen field. Normally students
pursuing medical technology, cytotechnology, and radiologic
technology are advised by faculty in the Department of Chemistry
and Physics.
Students interested in physical therapy, occupational therapy, dental
hygiene, respiratory therapy and medical records administration are
advised by Dr. Michele Harmon. After completing 60 semester
hours, the student must apply for admission to a professional degree
program at another institution, such as the Medical University of
South Carolina or the Medical College of Georgia.
Pre-Medicine, Pre-Dentistry,
Pre-Veterinary Science
There is no absolute, prescribed curriculum for entrance to schools of
medicine, dentistry or veterinary science. The admissions committee
of the professional schools will critically assess aspiring students as
to their GPA, entrance test scores and the personal interview.
Typically, the minimum college credits in the following subjects are
required.
General Chemistry ............................................................. 8 hours
Organic Chemistry ............................................................ 8 hours
Biology ............................................................................... 8 hours
Physics ................................................................................ 8 hours
Mathematics ...................................................................... 6 hours
English ................................................................................ 6 hours
English Composition and Literature - AEGL 101 and 102
Math at least through Survey of Calculus with Applications - AMTH
122
Elementary Statistics - ASTA 201
General Biology - ABIO 121 and 122
Human Anatomy and Physiology - ABIO 232 and 242
General Chemistry - ACHM 111 and 112
Organic Chemistry - ACHM 331 and 332 with laboratories
General Physics - APHY 201 and 202
Introductory Psychology - APSY 101
Macro- or Microeconomics - AECO 221 or AECO 222
Interpersonal Communications - ACOM 201
Three elective courses in the area of Humanities or Social Sciences
Students who will be obtaining a Bachelors degree from USCA will
take the courses listed above as well as those additional courses
required by their selected major and those courses in the USCA
general education curriculum. These additional requirements are
listed in this bulletin. Because of the science orientation of the prepharmacy curriculum, students generally major in biology or
chemistry and the decision of when to apply for admission to one of
the pharmacy schools is made in consultation with the advisor.
Generally, only a student with a strong GPA and a strong Pharmacy
College Admission Test score will be successful in their application
given the highly competitive nature of the admissions process.
Miscellaneous Pre-Professional Areas
Students who wish to pursue a career such as forestry, plant science,
animal science, horticulture, agronomy, cooperative education
programs, marine science, etc., may complete one or more years at
USCA. They should maintain close liaison with their local advisor
and an advisor in the school to which they plan to transfer.
Students entering these professional areas generally have a bachelor’s
degree, usually in science. At USCA, a student can complete these
entrance requirements and at the same time receive a Bachelor of
Science degree with a major in Biology or Chemistry. Students
121
School of Business Administration
J. Ralph Byington, Ph.D., CPA, Dean of the School of Business
Administration
Instructor
H. Dixon Wilcox (Business - CIS), M.S., Georgia State University,
1993
Mission Statement
Lecturer
T
he School of Business Administration focuses on
creating a caring learning environment in its accredited
undergraduate program. The program prepares students to
meet the dynamic global, technological, and ethical challenges of
business and society.
Accreditation
The University of South Carolina Aiken School of Business program
is accredited by AACSB International - The Association to Advance
Collegiate Schools of Business.
Irene K. Rudnick (Law), LL.B., University of South Carolina, 1952
Distinguished Professors Emeriti
Donald W. Mitcham, (Management), D.B.A., Georgia State
University, 1974
William C. Sanders, (Accounting), M.S., University of South
Carolina, 1964
Niren M. Vyas (Marketing), Ph.D., University of South Carolina,
1981
Professors
J. Ralph Byington (Accounting) Ph.D., CPA, University of
Arkansas-Fayetteville, 1985, Mr. & Mrs. Phinizy Timmerman
Chair in Enterprise Development
David Harrison (Accounting), Ph.D., CPA, CMA, Virginia Polytechnic Institute & State University, 1998, School of Business
Administration Chair in Global Business
Richard A. Heiens, III (Marketing), Ph.D., Florida State University,
1993, Walter F. O’Connell/Palmetto Professorship for Director
of O’Connell Center for Excellence and Technology
William H. Marsh (Finance), Ph.D., University of South Carolina,
1978
Leanne C. McGrath (Management), Ph.D., University of South
Carolina, 1983, John M. Olin/Palmetto Professorship in
Entrepreneurial Development
C. Michael Ritchie (Management), Ph.D., University of South
Carolina, 1993
Marsha R. Shelburn (Economics), Ph.D., University of North
Carolina at Chapel Hill, 1980
For information on business-related centers, refer to page 4.
Associate Professors
The School also offers several community out-reach programs that
provide students with the opportunity to interact with the business
community while providing valuable services to constituents external
to the university.
Robert T. Leach (Finance), Ph.D., Kent State University, 1997
Sanela Porca (Economics), Ph.D., University of Tennessee, 2002
William L. Shelburn (Marketing), M.B.A., James Madison
University, 1974
Assistant Professors
Arinola O. Adebayo (Accounting), Ph.D., CPA, CMA, Virginia
Commonwealth University, 2004
Michael J. Fekula (Management), Ph.D., Pennsylvania State
University, 1994
Senior Instructor
Kathleen W. Wates (Accounting), CPA, CMA, MACC, University of
South Carolina, 1991
Curricula
The School of Business Administration offers the Bachelor of
Science in Business Administration degree. Areas of concentration
are Accounting, Finance, Management, Marketing. To qualify for
graduation, a student must meet general education requirements,
business core requirements and area of concentration requirements,
as stated below.
Students are encouraged to choose courses that will contribute to
their educational development in the liberal arts as well as to their
development and preparation for particular careers. Students should
study the degree requirements under which they are to graduate and
should seek proper advisement. It is to their advantage to decide
their areas of concentration as soon as possible. This is particularly
true of the student that plans to finish degree requirements at
another campus. Where this is done, proper course selection is
facilitated.
Admissions Standards for the Professional
Business Administration Program
The baccalaureate curricula of the School of Business Administration
are divided into general education and upper-level business course
work, which constitute the School of Business Professional Program.
Students who fulfill the admission requirements of the University
may enroll in any general education courses and any business courses
at the 100 or 200 level provided they meet individual course
prerequisites. They may also enroll in upper-level business courses,
numbered 300 or higher, provided they meet individual course
prerequisites and have not been denied admission into the School of
Business Administration Professional Program.
At the end of each fall and spring semester, the academic records of
business students are audited to identify those students who meet the
following criteria.
122
1.
2.
3.
4.
The student has declared a Business Administration major.
The student has earned at least 45 hours of credit.
The student has earned an overall grade point average
(collegiate GPA) of 2.5 or higher.
The student has completed the following:
AEGL 101
AEGL 102
AMTH 170
AECO 221 or AECO 222
ABUS 225
ABUS 290 or Computer Applications Proficiency Exam
(with a grade of C or better in either case)
2.
Business Core Requirements ........................................... 3 6
ABUS 225, 226, 296, 345, 350, 363,
371, 379, 3836, 478; AMGT 475 ................................. 3 3
ABUS 3904 OR AACC 539 ................................................. 3
3.
Area of Concentration Requirements
Accounting: ........................................................................... 2 4
AACC 321, 331, 332, 334, 535 ...................................... 1 5
Two courses from the following:
AACC 322, 336, 537 ................................................. 6
Business or economics course (300 or above) ................. 3
Students who meet these criteria are admitted into the Professional
Program. The assessment of academic records of transfer students
who enter USCA with 45 or more credit hours toward a degree is
made at the end of the semester of entry.
Finance: .................................................................................. 2 4
AFIN 338, 412, 421, 460, 463, 469 .............................. 1 8
Business or economics courses (300 or above) ................ 6
Management: ........................................................................ 2 4
AMGT 374, 376, 473, 477 .............................................. 1 2
Two courses from the following:
AMGT 378, 442, ABUS 380, ABUS 429 ................ 6
Business or economics courses (300 or above) ................ 6
The student who is assessed for admittance into the Professional
Program and is denied acceptance will NOT be permitted to register
for upper-level business courses (300 level and above). This
enrollment restriction will remain in force until the student has
raised his/her cumulative GPA to 2.50 or higher and has been
admitted into the Professional Program.
Marketing: (a) Standard concentration. ........................... 2 4
AMKT 454, 457, 558 ........................................................ 9
Three courses from the following:
AMKT 353, 452, 455, 459, 474, 551;
ABUS 429 .................................................................... 9
Business or economics courses (300 or above) ............... 6
Assessed students are notified of their admittance or non-admittance
into the Professional Program. Students denied admittance into the
Professional Program may appeal the decision to the Professional
Program Committee.
Marketing: (b) Optional concentration
(Golf Course Services) ...................................................... 2 4
AMKT 454, 457, 474, 558; ABUS 429 (6 hours) ........ 1 8
Two courses from the following:
AMKT 353, 452, 455, 459, 551; AMGT 473 ....... 6
Bachelor of Science in Business Administration —
Major In Business Administration
1.
General Education Requirements ...................................... 6 0
A.
B.
C.
Skills and Competencies 1 .......................................................................... 1 5
AEGL 101 and 1022 ............................................................ 6
AMTH 170 and AMTH 122
or a higher level of calculus ....................................... 6
ACOM 201 or 241 .............................................................. 3
Methods and History of Disciplines .......................... 3 5
Natural Sciences ................................................................... 8
Biology, Chemistry, Physics,
Geology, Astronomy (two labs)
Social/Behavioral Sciences
AECO 221, 222 .......................................................... 6
Psychology, Sociology,
Anthropology, Political Science,
or Geography .............................................................. 6
Humanities
Three courses from at least two areas:3
Philosophy (not logic),
Fine Arts History, Religion,
History, Humanities (AHUM acronym),
Selected Language courses,
Communications (last two digits in 50s or 60s),
Honors (AHON acronym),
Literature (all students must take
an English literature course
numbered 200 or above) ................................. 9
History of Civilization (AHST 101 or AHST 102) ........ 3
American Political Institutions ......................................... 3
(APLS 201, AHST 201, or AHST 202)
Free Electives .................................................................. 1 0
Can include up to three credit hours of
Economics/Business Administration courses (including
ABUS 290)
(The School of Business Administration encourages
the study of languages as free electives.)
Total hours required:
1
2
3
4
5
6
(Accounting, Finance, Management,
Marketing) 5 .................................................................................................................................. 120
For undergraduate writing proficiency, see Proficiency Portfolio
in Writing described on page 46.
Students must complete AEGL 101 with a grade of C or better in
order to fulfill general education requirements. Students must also
complete AEGL 102 with a grade of C or better in order to fulfill
general education requirements and before taking other English
courses.
A detailed and more complete listing of humanities courses is given
on page 31.
Accounting students must take AACC 539 instead of ABUS 390.
Other business majors may choose AACC 539 or ABUS 390.
At least 3 credit hours must be in non-Western world studies.
A study abroad academic course with an international business
component may be substituted fro ABUS 383 upon approval of the
Dean of the School of Business Administration.
Students must complete 120 hours for the bachelor’s degree. Included
in these hours must be the courses to complete all the individual
requirements listed. Developmental courses will not count toward
degree requirements in the School of Business Administration.
All Business Administration majors are required to earn a C or higher
in each course (Business Electives excepted) satisfying the Area of
Concentration Requirements. Each student in the School of Business
must also earn at least a 2.0 average overall on his/her business core
and concentration area courses for graduation. At least 50% of the
Business Administration credit hours required for the Business
Administration degree must be earned through USC Aiken. Students
must also complete assessment procedures as required by the school.
123
Computer Applications Proficiency Exam. Students can
demonstrate proficiency in the computer applications covered in
ABUS 290 by earning a grade of C or better on the Computer
Applications Proficiency Exam.
AACC 334
Managerial Accounting I. (3) (Prereq: C or better
in ABUS 226) The study of the accountant’s role in
generating and analyzing information useful for
managerial decision-making. Students learn
techniques to assist management in both the
evaluation of past performance and in supporting
future strategic plans. These include coverage of
manufacturing cost statements, budgeting,
information relevance, costing systems and variance
reporting.
AACC 336
Managerial Accounting II. (3) (Prereq: AACC
334) A continuation from AACC 334 of the
accountant’s role in providing information for and
participating in business decision-making. Designed
for the student interested in a managerial accounting
career. Topics may include: product cost analyses,
revenue and income variances, TQM reporting, JIT,
TOC, performance measurement, and capital
budgeting. The AACC 334 and 336 courses together
provide a strong foundation in preparation for the
management accounting sections of the CMA exam.
AACC 338
Financial Statement Analysis. [=AFIN 338] (3)
(Prereq: C or better in ABUS 225) A study of
methods helpful in determining the strengths and
weaknesses of a corporation. Uses a case approach
and employs information from financial statements,
the industry, and the financial press.
AACC 535
Auditing Theory. (3) (Prereq: ABUS 296 and AACC
331) Studies of the practical application of
accounting knowledge to the problems of auditing
and the installation, use and effect of systems of
internal control. Three credit hours, four contact
hours.
AACC 537
Advanced Accounting. (3) (Prereq: AACC 332)
Selected topics in advanced accounting, including
unique problems related to special sales arrangements,
business combinations and consolidated financial
statements.
AACC 538
C.P.A. Problems. (3) (Prereq: AACC 321, 537 or
permission of instructor) An application of the
problems and environment encountered by C.P.A.
examination candidates.
AACC 539
Accounting Information Systems (3) (Prereq:
AACC 331; ABUS 290 or satisfactory completion of
Computer Applications Proficiency Exam) A study of
information systems for collecting and processing
data supportive of financial and managerial
accounting, decision making, and effective control of
organizations.
To take the Proficiency Exam, the student follows these steps:
1) Go to the School of Business to arrange a time for the exam.
2) Obtain a challenge exam form from the Records Office.
3) Pay the Business Services Office an examination fee of $45.00
and obtain a receipt for this payment.
4) Complete the form and submit it, along with receipt of
payment, to the School of Business Administration.
Students who fail the Computer Applications Proficiency Exam
must take ABUS 290.
Transfer Students: 300 Level and above courses will only be
accepted from AACSB Accredited schools.
Evening Program. Courses toward a bachelor’s degree in business
are also offered in the evening. The management and accounting
concentrations may be completed in the evenings. However, some
of the courses are not offered every semester. Please refer to the 5
year plan for course scheduling.
Minor in Business
Requirements:
AECO 221 Principles of Macroeconomics ........................................ 3
AECO 222 Principles of Microeconomics ......................................... 3
ABUS 225 Principles of Financial Accounting .................................. 3
ABUS 226 Principles of Managerial Accounting .............................. 3
ABUS 350 Principles of Marketing .................................................... 3
ABUS 371 Principles of Management and Leadership ..................... 3
Total hours required ....................................................................... 1 8
Non-Business majors should not take more than 25% of their total
program credit hours at USCA in business courses.
Course Descriptions
Accounting (AACC)
AACC 321
Federal Tax Procedures. (3) (Prereq: C or better
in ABUS 225) Prepares the student for practical and
theoretical work mainly in individual income tax
areas.
AACC 322
Corporate Income Tax. (3) (Prereq: C or better in
ABUS 225, AACC 321) A study of Income Tax Laws
and their application to corporations, partnerships,
estates, and trusts.
AACC 331
AACC 332
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Financial Accounting I. (3) (Prereq: C or better in
ABUS 225 and ABUS 226. ABUS 226 may be
Coreq.) Detailed study of the theory of accounts and
problems of recording, tracing and valuation;
revenue recognition and income determination under
the various theories of recognition. Heavy emphasis
is placed on the study of APB Opinions and FASB
Statements. Three credit hours, four contact hours.
Financial Accounting II. (3) (Prereq: C or better
in AACC 331) A continuation of the study begun in
AACC 331. Three credit hours, four contact hours.
Business Administration (ABUS)
ABUS 225
Principles of Financial Accounting. (3) The
study of the accounting process and the information
produced by that process, with an emphasis on
corporations and financial reporting.
ABUS 226
Principles of Managerial Accounting. (3)
(Prereq: ABUS 225) The study of the accounting
process and the information produced within a
business to provide managers with the decisionmaking tools necessary for planning, managing and
controlling the organization.
ABUS 290
Introduction to Computer-Based Productivity
Tools. (3) The study of business software
applications including Windows, spreadsheets, word
processing, presentation graphics, and database
management systems in order to provide a common
foundation for an integrated study of business
disciplines.
ABUS 296
Statistics. (3) (Prereq: AMTH 170, ABUS 290 or
satisfactory completion of Computer Applications
Proficiency Exam) Basic concepts of descriptive and
inferential statistics. Topics include sampling
techniques, measures of central tendency and
variation, probability distributions, hypothesis
testing, analysis of variance, and simple and multiple
linear regression analysis.
ABUS 312
An Introduction to the Internet for Business
Applications. (3) (Prereq: ABUS 290). A
comprehensive study in the use of the Internet for
Business Applications. The student would be exposed
to Electronic Mail Uses, File Transfer Protocol,
Telnet Applications, Gopher, USENET, LISTSERV’s,
Web Browsers, and other applications. The HTML
language would also be taught for Home Page
Preparation and for exposure to the Development of
Business Server Site preparation. (Taught on Sumter
Campus only.)
ABUS 320
Business Data Communications. (3) (Prereq:
ABUS 290). A detailed study of data communications
within the small and medium size business entity.
The student is taken through the changes of an
industrial society with its focus on capital to the
information society and its focus on obtaining
information through the use of technology. A strong
emphasis is placed on networking and principles of
electronic communication needed in today’s complex
business environment. (Taught on Sumter Campus
only.)
ABUS 324
Commercial Law. (3) Contracts, sales, bailments,
negotiable instruments, agency, partnership and
corporation. Uses a combination of textbook and
casebook methods of instruction.
ABUS 345
Business Communications. (3) (Prereq: grade of
C or better in AEGL 102) A study of effective
methods of business communications including
written, oral, electronic and organizational
communication.
ABUS 350
Principles of Marketing. (3) (Prereq: AECO 221
or AECO 222) Marketing functions, trade channels,
price policies, expenses and profits of middlemen,
and public policy with respect to marketing practices.
ABUS 363
Business Finance. (3) (Prereq: ABUS 225) The
study of the procurement and management of wealth
by privately owned profit-seeking enterprises.
ABUS 371
Principles of Management and Leadership. (3)
(Prereq: Junior Standing or Acceptance into the
School of Business) A comprehensive survey of the
basic principles of management and leadership
applicable to all forms of business. The course
provides the student with a basis for thinking about
complex business situations in the framework of
analysis of the management and leadership process.
ABUS 379
Social, Ethical and Legal Aspects of Business.
(3) (Prereq: Junior Standing) Study of how the social,
legal, economic, political, technological and
ecological dimensions of the external environment
affect business. Specific topics include values and
ethics in business, business and government relations,
corporate social performance, stakeholder
responsibility, and business law.
ABUS 380
Entrepreneurship. (3) (Prereq: ABUS 350, ABUS
363, and ABUS 371) This course is an overall
introduction to the nature and scope of
entrepreneurship. The entrepreneurial process as
well as the entrepreneurial profile is examined in
detail. It includes the planning, financing, launching,
and harvesting of a new venture. Entrepreneurial
strategies are discussed for all facets of the business,
including franchising, growth, and international
aspects. Application of entrepreneurship to large
corporations, i.e. intrapreneurship, is also a part of
the course.
ABUS 383
International Business. (3) (Prereq: ABUS 350,
ABUS 363, ABUS 371) Introduces the student to
economic, financial, legal, political, cultural,
institutional, and managerial considerations
associated with international business transactions.
ABUS 390
Management Information Systems. (3) (Prereq:
ABUS 226, ABUS 350, ABUS 371; ABUS 290 or
satisfactory completion of Computer Applications
Proficiency Exam) A study of the concepts,
interactions and functions of major business systems
with particular emphasis on the problems and issues
related to computer based systems. Included are
concepts of designing information systems,
collecting and processing data, reporting results of
operations and controlling the business organization.
ABUS 393
Quantitative Methods and Decision Analysis.
(3) (Prereq: ABUS 296) Quantitative methods of
assistance to managers in the decision-making
process. Topics include linear programming, decision
analysis, uses of sample information, prediction
techniques, linear regression, scheduling techniques,
queuing models and inventory models.
ABUS 395
Free Enterprise Seminar. (1) (Prereq: Approved
contract with instructor) The student works at least
forty hours during the semester, meeting at least
weekly on structured projects that provide
experience in entrepreneurial activities and/or teach
business concepts to others. The projects are
initiated and completed in teams. Projects require
that students apply management concepts, oral and
written communication skills, marketing skills, and
analytical skills. (Course may be taken no more than
three times for credit).
ABUS 396
Business Research Methods. (3) (Prereq: ABUS
296 and ABUS 350) Focus is on the acquisition, use,
and evaluation of information from a manager’s
perspective. The course will include problem
diagnosis, research design, questionnaire preparation,
sampling plans, and the collection, analysis, and
interpretation of data as an aid to effective and
efficient managerial decisions.
ABUS 397
Topics in Business. (1-3) (Prereq: Sophomore
Standing) Study of varied business areas and issues
that are not covered in existing course offerings.
Course may be taken twice with different topics for a
maximum of 6 hours.
ABUS 398
Topics in International Business. (1-3) (Prereq:
Sophomore Standing) Study of varied international
business areas and issues that are not covered in
existing course offerings. Course may be taken twice
with different topics for a maximum of 6 hours.
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ABUS 399
ABUS 429
ABUS 478
ABUS 494
Independent Study. (1-3) (Prereq: Junior Standing
and approved contract with the instructor)
Independent study courses are designed primarily for
juniors and seniors who desire advanced intensive
work on a specific topic. Independent studies are not
intended to substitute for courses listed in the USCA
Bulletin. The maximum total number of independent
study hours a student may earn in business is six.
Internship. (1-3) (Prereq: Junior Standing, 2.5 GPA,
ABUS 350, ABUS 363, ABUS 371, and an approved
contract with the Internship Coordinator). This
course provides students in all disciplines with the
opportunity to reinforce classroom learning by
working in their discipline in a supervised business
environment. The course may be repeated with the
approval of the Internship Coordinator and the
student’s Academic Advisor.
Strategic Management. (3) (Prereq: ABUS 350,
ABUS 363, ABUS 371, and senior standing) A study
of the strategic management process and of the
formulation and application of functionally
integrated business policy by top management.
Emphasis is on decision-making in the face of
changing conditions.
Advanced Computerized Business Applications.
(3) (Prereq: ABUS 390 or AACC 539, ACSC 146 or
205, ABUS 226) A study in the development of
general application programming for the business
major using techniques learned in Financial/
Management Accounting and Management
Information Systems. The student will be given the
choice of implementation of these applications with
either COBOL or C++.
international balance of payments and the operation
of the current international monetary system.
AECO 506
Labor Economics. (3) (Prereq: AECO 221, 222)
Concerned with the development and structure of the
labor movement in the United States, the
determination of wage rates, the nature and impact
of the public policy toward labor unions.
AECO 526
Managerial Economics. (3) (Prereq: AECO 221,
222; ABUS 296) A study of the application of the
economic theory of profits, competition, demand
and costs to analysis of problems arising in the firm
and in decision making. Topics include price policies,
forecasting and investment decisions.
Finance (AFIN)
AFIN 163
Personal Finance. (3) Life insurance, health
insurance, wills, trusts, Social Security, stocks, bonds,
real estate, mutual funds and other uses of funds.
AFIN 338
Financial Statement Analysis. [=AACC 338] (3)
(Prereq: C or better in ABUS 225) A study of
methods helpful in determining the strengths and
weaknesses of a corporation. Uses a case approach
and employs information from financial statements,
the industry, and the financial press. This course is
cross-listed with AACC 338, Financial Statement
Analysis.
AFIN 412
Intermediate Business Finance. (3) (Prereq: C or
better in ABUS 363) This course is an extension of
topic material presented in ABUS 363. Emphasis is
placed on theory and application regarding a firm’s
investment decisions, financing mix, dividend policy
and working capital structure. Treatment of
uncertainty in business financial analysis is also
covered.
AFIN 421
Financial Markets, Money, and Banking. (3)
(Prereq: C or better in AECO 221, AECO 222, ABUS
363) Analyzes the operation, structure, regulation,
and control of financial markets, emphasizing the
effects on the level and term structure of interest
rates, economic activity, and business decisions.
Focuses on monetary theory, monetary and fiscal
policies, the Federal Reserve System, and financial
institutions, markets, and investments. Three
contact hours per week.
AFIN 460
Capital Budgeting. (3) (Prereq: C or better in
ABUS 363) Problems associated with the selection
and management of a firm’s portfolio of assets.
Topics include individual project evaluation
techniques, treatments of uncertainty and risk,
capital budgeting for non-profit institutions,
measuring the cost of capital and integration of
capital budgeting with long range planning.
AFIN 463
Advanced Business Finance. (3) (Prereq: C or
better in ABUS 363) A study of the advanced phases
of business finance whereby theory and principles are
employed in solving actual business cases.
AFIN 465
Commercial Bank Practice and Policy. (3)
(Prereq: AFIN 421) The fundamental principles
underlying the employment of bank funds are
emphasized. Attention is devoted to the allocation of
funds among the various classes of loans and
investments, to bank operating costs and earnings
and to changing bank practices.
Economics (AECO)
AECO 103
Economics and Society. (3) A survey of economic
concepts and issues. The course is designed for nonbusiness/economic majors. Topics will include
macroeconomic concepts, marginal analysis, and
rational choice for consumers and entrepreneurs.
Current issues such as international trade, financial
markets, and government policy will be discussed.
May not be used for credit toward the degree in
business.
AECO 221
Principles of Macroeconomics. (3) (Prereq: Math
placement above 108 or completion of AMTH 108)
Includes the measurement of national levels of
production, inflation and unemployment, and the
effects of monetary and fiscal policies on those
variables.
AECO 222
AECO 311
AECO 503
126
Principles of Microeconomics. (3) (Prereq: Math
placement above 108 or completion of AMTH 108)
Includes the analysis of price determination in
product and resource markets under competitive and
noncompetitive conditions.
Issues in Economics. (3) (Prereq: AECO 221, 222)
The nature and causes of major economic problems
facing the nation and its communities, and policy
alternatives designed to solve them. The philosophy
and methodology of economics in social problem
solving.
International Economics. (3) (Prereq: AECO 221,
222) The basic principles underlying international
trade and finance. Topics include the economic basis
of trade, the nature and impact of trade barriers, the
AFIN 469
Investment Analysis and Portfolio
Management. (3) (Prereq: C or better in ABUS
363) Conceptual and analytical framework for
formulating investment policies, analyzing securities
and constructing portfolios.
AMGT 475
Production/Operations Management. (3)
(Prereq: ABUS 296 and ABUS 371) A study of the
strategic, operating, and control decisions involved in
manufacturing and service organizations. Topics
include forecasting, process development, production
technology, resource allocation, facility planning,
facility layout, planning systems, inventory systems,
resource requirements planning systems, shop floor
planning, scheduling operations, just-in-time
manufacturing, materials management, productivity
control, quality management, quality control, project
management, and maintenance management.
AMGT 477
Organization Theory. (3) (Prereq: ABUS 371) A
conceptual framework for the orderly analysis of
management functions through studies in
organization, planning and control theories.
AMGT 501
Management of Technology and Innovation. (3)
(Prereq: ABUS 350, ABUS 363, ABUS 371) The
course focuses on the importance of technology and
its impact on global competition as well as the living
standards of the population. This will include
examination of a wide range of issues including the
role of product and process innovation through
technology management in increasing
competitiveness. Intellectual property rights
(patents), organizing the technical effort and
techniques to enhance and pace technology
development will also be discussed.
AMGT 559
Purchasing and Materials Management. (3)
(Prereq: Junior Standing or Acceptance into the
School of Business) A comprehensive survey of the
organization activities involved in purchasing
materials and controlling their costs.
Management (AMGT)
AMGT 374
Human Resources Management. (3) (Prereq:
Junior Standing or Acceptance into the School of
Business) A development of an understanding of
personnel administration as a staff function through
a study of modern-day concepts and practices. Topics
include: research and standards, employment, training
and education, safety and health, employee services
and industrial relations.
AMGT 376
Organization Behavior. (3) (Prereq: Junior
Standing or Acceptance into the School of Business)
A study of the process of integrating people into a
work situation that motivates them to work together
productively, cooperatively and with economic,
psychological and social satisfaction.
AMGT 378
Labor Relations (3) (Prereq: Junior Standing or
Acceptance into the School of Business). A study of
the development and methods of labor unions and
employee associations in organization. Labor
disputes, collective bargaining techniques, contents of
contracts and public policies are analyzed from the
standpoints of economics and law. Topics include
employee representation, company unions, strikes,
boycotts, lockouts and trade agreements.
AMGT 401
AMGT 411
AMGT 442
AMGT 473
Topics in Entrepreneurship. (3) (Prereq: ABUS
350 and ABUS 371) Relevant selected issues and
topics of interest in management. Issues and
concepts of the business world are explored with film
profiles, case histories and readings.
International Management. (3) (Prereq: Junior
Standing; Coreq: ABUS 383) Applies the basic
principles of management and leadership to the firm
operating internationally. Emphasis is on the
management functions of leading, planning,
organizing, and controlling, as well as the conduct of
labor relations, within the framework of a
multicultural environment.
e-Business Management. (3) (Prereq: ABUS 350
and ABUS 371) This course provides a foundational
understanding of the issues for management of an ebusiness. It encompasses an overview of the essential
components necessary in conducting business over
the Internet. Topics covered include an e-business
plan and an implementation strategy, e-commerce
issues, web design and content issues, customer
relationship management, business intelligence issues,
e-marketing concepts, enterprise resource
management, supply chain management, and global
dimensions of e-business.
Management and Operations of Small
Business. (3) (Prereq: ABUS 371 and ABUS 350)
Analyzes management and operations of a small
business, including study of an existing small business.
Examines the areas of management, finance,
marketing and credit as they apply to a small
business.
Marketing (AMKT)
AMKT 353
Channels and Institutions. (3) (Prereq: ABUS
350) A study of the means by which goods move
from the producer to the final user. The functions of
retailing, wholesaling, warehousing and physical
distribution are studied in depth. Analyzes the
management of a channel and the members of it.
AMKT 452
International Marketing. (3) (Prereq: ABUS 350)
Analyzes cultural, legal, political and economic
factors affecting the marketing of products and
services in world markets. Emphasizes differences in
lifestyles, beliefs, attitudes, etc., and their influences
on the marketing decision of the international firms.
AMKT 454
Promotion Policies and Strategy. (3) (Prereq:
ABUS 350) The study of the entire promotion
process for both consumer and industrial products
including promotion research, determining the
promotability of products, new product
introductions, setting of promotion objectives and
deriving the promotion budget.
AMKT 455
Consumer Behavior. (3) (Prereq: ABUS 350) The
principle objective of study is the consumer decision
process as examined in a marketing context. Selected
concepts from psychology, sociology, anthropology
and other behavioral disciplines are analyzed to
develop the student’s ability to understand and
predict reactions of consumers to marketing
decisions.
127
AMKT 457
Marketing Research. (3) (Prereq: ABUS 350,
ABUS 296) Case problems and field projects in the
application of marketing research methodology.
Topics include the relationship between models,
information systems and marketing decisions. The
practical application of behavioral and statistical
methods for the purpose of obtaining, analyzing,
and interpreting relevant marketing information
will be examined. Emphasizes research methods and
techniques used in improving marketing decisions.
AMKT 459
Personal Selling and Sales Management. (3)
(Prereq: ABUS 226, ABUS 296, ABUS 350) The
principles of salesmanship and their relation to the
management of a sales force in recruiting, selecting,
training, compensating, controlling, evaluating and
motivating sales personnel.
AMKT 474
Golf Course Operations. (3) (Prereq: ABUS 350)
A study of the marketing and management
techniques used to operate a golf course and
clubhouse. Customer relations and product
merchandising will be emphasized. (Spring)
AMKT 551
Retailing Management. (3) (Prereq: ABUS 350)
A comprehensive course emphasizing the specific
activities of management, merchandising and
promotional functions required of the retail outlet
with a competitive business environment.
AMKT 558
Marketing Management. (3) (Prereq: ABUS 350
and Senior Standing) A study of the aggregate
marketing system from the point of view of the
decision maker. Topics include the policy areas of
organization, research, product, promotion, pricing,
channels, forecasting, distribution cost analysis,
control and management of the sales force.
128
School of Education
Jeffrey M. Priest, Ph.D., Dean of the School of Education
Vision Statement
A
s a leading teacher education program in South Carolina,
the USCA School of Education prepares highly qualified
Dynamic Educators who have the knowledge, skills, and
dispositions to create optimal learning environments to assist all
individuals in reaching their potential.
Mission Statement
A
s an integral part of the University of South Carolina
Aiken, the School of Education is committed to the
University goals of active learning through excellence in
teaching, faculty and candidate scholarship, and service. Candidates
in the School of Education participate in a rigorous curriculum,
which is anchored by a strong liberal arts and sciences component,
comprised of courses in the humanities, fine arts, social sciences,
mathematics, and natural sciences. These courses provide a
foundation upon which the pedagogical content and pedagogy are
built and dispositions such as responsible citizenship, respect for
diversity, and cross-cultural understandings are developed. The
School of Education faculty model instruction based on research,
infused with technology, and aligned with national, state, and local
standards. The School of Education collaborates with schools,
school districts, and community service organizations to provide
numerous and varied field experiences that are structured to prepare
candidates to work with all students.
The teacher education faculty in the School of Education challenges
candidates to acquire and develop the knowledge, skills, and
dispositions necessary to become successful Dynamic Educators who
can plan, instruct, manage, communicate, and grow professionally.
The Master of Education program in Elementary Education provides
advanced course work that challenges and encourages teachers to
grow professionally and to become advocates for all learners. The
Master of Education in Educational Technology program is designed
to provide advanced professional studies in graduate level coursework
to develop capabilities essential to the effective design, evaluation,
and delivery of technology-based instruction and training.
The Dynamic Educator: A Conceptual Framework
The goal of the School of Education is to prepare teachers who are
dynamic educators with the ability to plan, instruct, manage,
communicate and grow professionally. Additional information about
the Conceptual Framework, The Dynamic Educator, as well as the
objectives and syllabi for USCA teacher education programs are
available at: www.usca.edu/education.
Professors
Jeffrey M. Priest (Zoology/Wildlife Ecology), Ph.D., Southern
Illinois University, 1986
Thomas J. C. Smyth (Reading Education), Ph.D., University of South
Carolina, 1983, Westinghouse Endowed Professorship in
Instructional Technology
Associate Professors
Tim Lintner (Social Sciences and Comparative Education), Ph.D.,
University of California-Los Angeles, 1998
John Lisk (Health & Physical Education), Ph.D., Texas A & M
University, 1980
Sally McClellan (Early Childhood Education), Ph.D., University of
South Carolina, 1992
Gary Senn (Science Education), Ph.D., Florida Institute of Technology, 1992
Audrey Skrupskelis (Elementary/Early Childhood Education), Ph.D.,
University of South Carolina, 1989
Vernelle Tyler (Elementary Education), Ph.D., University of South
Carolina, 1993
Assistant Professors
Bridget Coleman (Elementary Education), Ph.D., University of
South Carolina, 2004
Kathleen Hanson (Languages, Literatures, and Cultures, Special
Education), Ph.D., University of Michigan, 2007
Deborah MacPhee (Language and Literacy), Ph.D., University of
South Carolina, 2008
Judy Miller (Human Movement), Ed.D., Boston University, 1985
Melany Rish (Early Childhood Education), Ph.D., University of
South Carolina, 2003
Windy Schweder (Special Education), Ph.D., University of South
Carolina, 2004
Senior Instructor
NCATE Accreditation
The School of Education at the University of South Carolina Aiken
is accredited by the National Council for the Accreditation of
Teacher Education (NCATE), 2010 Massachusetts Avenue, NW,
Suite 500, Washington, DC 20036; phone (202) 466-7496. This
accreditation covers the institution’s initial teacher preparation and
advanced educator preparation programs.
Ann Holley (Reading Education), M.Ed., University of South
Carolina, 1975
Instructors
Gloria Allen (Secondary Mathematics), M.Ed., University of South
Carolina, 1982
Gwen Johnson (Mathematics), M.Ed., University of South Carolina,
1982
Coordinator - Elementary Education Program at USC
Salkehatchie
Charles “Buddy” Phillips (Education Administration), Ed.S., The
Citadel, 1981
129
Lecturers
Carol Armstrong (Secondary Education, English), M.Ed., University
of South Carolina, 1975
Lydia Bliven (Elementary Education), M.Ed., University of
Pennsylvania, 1984
Barbara Burns (Elementary Education), M.Ed., Slippery Rock
University, 1971
Jill Burttram (Reading and Literacy), M.S., Walden University, 2004
Tammy Butler-Washington (Public Health), M.S., University of
South Carolina, 1997
Elaine Clanton-Harpine (Educational Psychology/Counseling),
Ph.D., University of Illinois, 1972
Carmen Downs (Special Education), M.Ed., Augusta State University,
1988
Bramlett Drew (School Psychology), Ed.S., The Citadel, 2006
Denise Edwards (Mathematics), M.S., The Citadel, 1997
Julie Gazda (Education Leadership), M.Ed., University of South
Carolina, 1994
Sally Hiers (Elementary Education), M.Ed., University of South
Carolina, 1980
Jack Hutto (Creative Arts in Curriculum), M.Ed., Lesley University,
2000
William Kiesling (Secondary Education, Social Studies), M.Ed.,
University of South Carolina, 1979
Alice Kirkland (Secondary Education, Social Studies), M.Ed.,
University of South Carolina, 1975
David Lewis (Educational Psychology/Counseling), M.A., Tennessee
Technological University, 1978
Margaret Matheny (Educational Leadership), M.Ed., University of
South Carolina, 1992
Sandra McCloy (Educational Psychology), Ph.D., University of
South Carolina, 2004
Elizabeth Purvis (Foundations), Ph.D., University of South Carolina,
1984
Melissa Riley (Educational Psychology), Ph.D., University of South
Carolina, 2001
Sharon Robertson (Elementary Education), M.Ed., University of
South Carolina, 1987
Christine Sanders (Elementary Administration & Supervision), Ed.S.,
Clemson University, 1984
Tracey Schreiber-Preston (Creative Arts in Elementary Education),
M.Ed., Lesley University, 2004
Amanda Senn (Science Education), M.S., Florida Institute of
Technology, 1984
Ruth Patrick Science Education Center. Through the Ruth
Patrick Science Education Center, teacher candidates have access to
over 200 science and mathematics kits to use in their courses,
practica, and internships.
PRAXIS I - Pre-Professional Skills Test. South Carolina Public
Law 187 mandates that all candidates wishing to major in education
pass the PRAXIS I – Pre-Professional Skills Test (PPST) or CBT
prior to acceptance into the professional education program and
prior to being permitted to enroll in upper-division education
coursework. Candidates should contact their advisors for
information regarding the administration of this test. Candidates
who have scored at least 1100 on the 2-part SAT, or 1650 on the 3part SAT, or a 24 on the ACT are exempt from taking the Praxis I
exam.
T E A C H E R CERTIFICATION PR O G R A M
FO R DE G R E E D APPLICANTS
Degreed applicants seeking teacher certification approval are
expected to meet the same prerequisite knowledge, skills, and
dispositions as required of all USCA education majors.
Application Specifications
1.
College graduates who have earned a degree from an approved
institution of higher education who desire to become a certified
teacher in South Carolina may apply to the University of South
Carolina Aiken School of Education. Applicants seeking
consideration must be seeking certification only in one of the
following areas for which USCA has approved teacher education
programs:
Early Childhood Education (grades P-3)
Elementary Education (grades 2-6)
Middle Level Education
English/Mathematics
English/Science
English/Social Studies
Mathematics/Science
Mathematics/Social Studies
Science/Social Studies
Music Education (see page 82 in Visual and Performing
Arts)
Special Education (grades K-12)
Secondary Education (grades 9-12)
Biology
Chemistry
Comprehensive Science
Comprehensive Social Studies
English
Mathematics
2.
Applicants must have demonstrated academic competence by
meeting the following criteria:
Distinguished Chancellor Emeritus and
Distinguished Professor Emeritus
Robert E. Alexander (Education), Ed.D., University of South
Carolina, 1977
Distinguished Professors Emeriti
James F. Kauffman (Education), Ph.D., University of Denver, 1971
Margaret Riedell (Reading Education), Ph.D., University of South
Carolina, 1979
A.
Professor Emerita
Ruth H. Cordahi (Educational Psychology), Ph.D., University of
Oklahoma, 1974
Curriculum Laboratory. The School of Education maintains a
laboratory of curriculum and instructional technology materials and
equipment for candidate use. Instructional materials such as
textbooks, software, and manipulatives are available to candidates
for use in classroom assignments, practica, and internships.
130
B.
C.
3.
2.75 cumulative GPA in all undergraduate course work.
Secondary Education majors must also have a grade of C
or better and a 2.75 GPA in their subject area course work.
An official score report indicating a passing score on the
applicable PRAXIS II Specialty Area content exams must
be received by the School of Education.
A grade of C or better in the equivalent of English (AEGL)
101, 102 and Communications requirement.
Applicants must be prepared to enroll at USCA for at least one
semester prior to the internship. The actual courses required
will be determined following an evaluation of all previously
taken course work. Specific requirements will include, but are
not limited to, the appropriate reading course(s), curriculum
course(s), and teaching methods course(s).
Criteria for Successful Completion of Certification
Requirements
Education (Dean); satisfactory progress is not being made,
candidate cannot proceed further in program unless concerns
are addressed.
Benchmark I: Acceptance to USCA
In the cases where concerns are expressed, the committee
forwards their concerns in writing to the Dean. The Dean then
schedules a meeting with the candidate to express the
committee’s concerns and the actions the candidate must take
to address the concerns. If the candidate does not address the
concerns to the satisfaction of the committee or Dean in a
reasonable amount of time, the candidate may be permanently
expelled from the program.
Obtain admission to USCA through the USCA Office of
Admissions.
Benchmark II: Acceptance to the School of Education Professional
Program
To be accepted into the School of Education Professional
Program the candidate must successfully meet the following
criteria:
1.
official transcripts for all undergraduate and graduate
course work must be sent to and received by USCA and the
School of Education.
2.
Complete the on-line professional program application
form (http://www.usca.edu/education) by one of the three
deadlines: February 1, June 1, or October 1.
3.
A cumulative Grade Point Average (GPA) of at least
2.75 for all undergraduate course work, including courses
not taken at USCA.
4.
A grade of C or better in English (AEGL) 101, 102 (or
their equivalents) and the Communications requirement
(or its equivalent).
5.
An official report indicating passing PRAXIS I
(pre-professional skills test) scores for all three
sections (math, writing and reading) must be sent by the
Education Testing Service (ETS) and received by the
School of Education.
6.
For secondary education majors, an official report
indicating passing scores on the PRAXIS II content
specialty area exam(s) must be sent by the ETS and
received by the School of Education.
7.
A disposition statement must be submitted electronically
and reviewed by the professional program committee.
8.
A positive recommendation by the professional program
interview committee. (Once the criteria for items 1-6
are met, the candidate is to schedule an interview with
the School of Education professional program interview
committee.)
Benchmark III: Junior/Senior Block Reviews
At the end of the Junior and Senior block classes, faculty
teaching the methods and practica classes meet to discuss
candidate progress to date. Faculty discuss candidate knowledge,
skills, and dispositions at this time to determine if satisfactory
progress is being made to allow the candidate to continue in the
program. Concerns may be, but are not limited to, unsatisfactory professional disposition, lack of intellectual motivation,
inadequate interpersonal skills, insufficient cooperative attitude,
violation of fundamental academic principles of honesty and
integrity, or an identified weakness in expressive skills. In
addition to minimum grade requirements, specific attention will
be given to each applicant’s proficiency in writing and speech.
Identification of a weakness in either writing or in speech may
require additional academic work as a condition of approval for
the internship.
The review committee can make one of three recommendations: satisfactory progress is being made – no “remedial”
recommendations made; satisfactory progress is being made –
however, some concerns are expressed – recommendations
about concerns are forwarded to the Dean of the School of
Benchmark IV: Acceptance into Internship
The internship component of the Teacher Education Program
is required by the South Carolina Department of Education and
is designed to serve as the culminating experience in a
candidate’s preparation for a career in education. Interns will
be placed in school districts that have a cooperative agreement
with USCA. To be accepted into the internship the candidate
must meet the following criteria:
1.
Complete the on-line internship application
(http://www.usca.edu/education) by October 15 for
internship in the following spring semester and
February 15 for internship in the following fall
semester. This includes completing and receiving an
acceptable on the internship application portfolio.
2.
Candidate must be fully admitted to the Professional
Program at least one full semester prior to the internship
semester.
3.
The candidate must have completed all education courses
(pre-professional and professional) and all subject area
course requirements with a grade of C or better.
4.
The candidate must have no more than 12 hours of
course work (general education/electives) remaining to
meet graduation requirements following completion of
internship.
5.
The candidate must have at least a 2.75 cumulative GPA in
all course work, and at least a 2.75 GPA in education
courses and subject area requirements.
6.
For elementary, early childhood, and special
education majors, candidates must have a grade of C or
better in AMTH 221 and 222 (or course equivalents).
7.
Candidates must have made satisfactory progress as
designated by the Junior/Senior Block review committee.
8.
Official score report indicating passing scores on the state
mandated PRAXIS II content specialty area exam(s) must
be sent by the ETS and received by the School of
Education.
Candidates whose applications have been denied may appeal the
decision by requesting a personal interview with the Professional
Education Committee. Candidates may consult their advisors or the
Chairperson of the Professional Education Committee concerning
the procedures for appealing the decision of the committee.
Note: All placements are coordinated through the Office of Field
Experiences. USCA has contractual agreements for internships and
practica placements with selected South Carolina School Districts.
Under no circumstances are candidates to make individual
placement arrangements with schools or teachers. Within these
districts, at the time of the application, candidates have an opportunity to list their geographical preferences; however, final assignments
are worked out between the Office of Field Experiences and the
School Districts. Secondary students are limited to placement only
in Aiken and Edgefield School Districts.
131
Benchmark V: Exit from Internship
A candidate accepted into internship is placed at a school at an
appropriate grade level. During the internship, a candidate is
supervised by a cooperating teacher and a university supervisor.
The minimum number of days an intern is placed at a school is
60 days. During those 60 days the intern must successfully take
over the classroom in which they have been assigned for a
minimum of 10 days. The candidate is observed teaching a
class a minimum of 6 times by both the cooperating teacher
and university supervisor for a minimum total of 12 observations. It is the responsibility of the cooperating teacher and
university supervisor to make a final recommendation to the
Dean as to whether the candidate has the knowledge, skills, and
dispositions necessary to be a successful teacher. By state law,
the candidate’s success is measured using the ADEPT evaluation
system. It is upon the final recommendation made by the
cooperating teacher and university supervisor that the Dean
recommends a candidate’s certification to the State Superintendent of Education.
U N D E RG R A D UAT E PRO G R A M S IN ED U C AT I O N
Admission to Professional Program
Special Instructions for USC Salkehatchie Students
Candidates enrolled at USC Salkehatchie must complete their
general education requirements prior to enrolling in USC Aiken preprofessional and professional education program courses.
Once a USC Salkehatchie candidate completes their general
education class requirements, they must submit a USC Change of
Campus Form prior to enrolling in USC Aiken pre-professional and
professional education classes.
Benchmarks Leading to a Degree and Certification
The School of Education has identified five benchmarks that are used
to guide and monitor the success of an undergraduate education
major.
Benchmark I: Acceptance to USCA
Obtain admission to USCA through the USCA Office of
Admissions.
Benchmark II: Acceptance to the School of Education Professional
Program
To be accepted into the School of Education Professional
Program the candidate must successfully meet the following
criteria:
132
1.
Have successfully completed a minimum of 60 credit hours
including most general education course requirements and
earned a C or better in all pre-professional program
classes.
2.
Complete the on-line professional program
application (http://www.usca.edu/education) by one of the
three deadlines: February 1, June 1, or October 1.
A cumulative Grade Point Average (GPA) of at least
2.75 for all undergraduate course work, including courses
not taken at USCA.
4.
A grade of C or better in English (AEGL) 101, 102 (or
their equivalents) and the Communications requirement
(or its equivalent).
5.
An official report indicating passing PRAXIS I1
(pre-professional skills test) scores for all three sections
(math, writing and reading) must be sent by the Education
Testing Service (ETS) and received by the School of
Education. Candidates who have scored at least a 1100 on
the 2-part SAT, 1650 on the 3-part SAT, or a 24 on the
ACT are exempt from taking the Praxis I exam.
6.
A disposition statement must be submitted
electronically with the application and reviewed
by the professional program committee.
7.
Note: As of July 1, 2006, all candidates must pass the
Principles of Teaching and Learning exam (PLT) prior to being
recommended by the Dean.
The baccalaureate curricula of the School of Education are divided
into two years of general education and two years of professional
training. Any student who fulfills the admission requirements of the
University may enroll in the pre-professional curriculum. Curricula
designated as professional education courses are limited to candidates
who have been formally accepted into the USCA Professional
Education Program.
3.
1
2
A positive recommendation by the professional
program interview committee2. (Once the criteria for
items 1-6 are met, the candidate is to schedule an
interview with the School of Education professional
program interview committee.) For Fall admittance to
the professional program, interviews will be held in the
months of February and June. For Spring admittance
to the professional program, interviews will be held in the
month of October. Therefore, criteria 1-7 must be
met prior to the three application deadlines in
order for interviews to be scheduled at the
appropriate times.
Applications for the PRAXIS I (PPST) are available in the School
of Education Office, B&E Building, Room 210 and online at
http://www.ets.org.
As a part of the approval process, if members of the University
faculty have specific concerns regarding an applicant’s potential to
become a professional educator, they may inform the professional
education committee. Concerns may be, but are not limited to,
unsatisfactory professional disposition, lack of intellectual
motivation, inadequate interpersonal skills, insufficient cooperative attitude, violation of fundamental academic principles of
honesty and integrity, or an identified weakness in expressive
skills. In addition to minimum grade requirements, specific
attention will be given to each applicant’s proficiency in writing
and speech. Identification of a weakness in either writing or in
speech may require additional academic work as a condition of
acceptance.
Note: The School of Education has the right to remove a candidate
from the Professional Program for unprofessional conduct or for
poor academic performance. This includes, but is not limited to,
excessive tardiness, unexcused absences, inappropriate personal
behavior, plagiarism, or poor academic performance.
Benchmark III: Junior/Senior Block Reviews
At the end of the Junior and Senior block classes, faculty
teaching the methods and practica classes meet to discuss
candidate progress to date. Faculty discuss candidate knowledge,
skills, and dispositions at this time to determine if satisfactory
progress is being made to allow the candidate to continue in the
program. Concerns may be, but are not limited to, unsatisfactory professional disposition, lack of intellectual motivation,
inadequate interpersonal skills, insufficient cooperative attitude,
violation of fundamental academic principles of honesty and
integrity, or an identified weakness in expressive skills. In
addition to minimum grade requirements, specific attention will
be given to each applicant’s proficiency in writing and speech.
Identification of a weakness in either writing or in speech may
require additional academic work as a condition of approval for
the internship.
The review committee can make one of three recommendations: satisfactory progress is being made – no “remedial”
recommendations made; satisfactory progress is being made –
however, some concerns are expressed recommendations about
concerns are forwarded to Dean; satisfactory progress is not
being made, candidate cannot proceed further in program unless
concerns are addressed.
In the cases where concerns are expressed, the committee
forwards their concerns in writing to the Dean. The Dean then
schedules a meeting with the candidate to express the
committee’s concerns and the actions the candidate must take
to address the concerns. If the candidate does not address the
concerns to the satisfaction of the committee or the Dean in a
reasonable amount of time, the candidate may be permanently
expelled from the program.
Benchmark IV: Acceptance into Internship
The internship component of the Teacher Education Program
is required by the South Carolina Department of Education and
is designed to serve as the culminating experience in a
candidate’s preparation for a career in education. Interns will
be placed in school districts that have a cooperative agreement
with USCA. To be accepted into the internship the candidate
must meet the following criteria:
1. Complete the on-line internship application
(http://www.usca.edu/education) by October 15 for
internship in the following spring semester and
February 15 for internship in the following fall
semester. This includes completing and receiving an
acceptable on the internship application portfolio.
2. Candidate must be fully admitted to the Professional
Program at least one full semester prior to the
internship semester.
3. The candidate must have completed all education
courses (pre-professional and professional) and all
subject area course requirements with a grade of C or
better.
4. The candidate must have no more than 12 hours of
course work (general education/electives) remaining
to meet graduation requirements following completion of internship.
5. The candidate must have at least a 2.75 cumulative
GPA in all course work, and at least a 2.75 GPA in
education courses and subject area requirements.
6. For elementary, early childhood, and special
education majors, candidates must have a grade of C
or better in AMTH 221 and 222 (or course equivalents).
7. Candidates must have made satisfactory progress as
designated by the Junior/Senior Block review
committee.
8. Official report indicating passing scores on the state
mandated PRAXIS II content specialty area exam(s)
must be sent by the ETS and received by the School
of Education.
9. Candidates must have successfully passed the Junior
Writing Portfolio requirement for the University.
Candidates whose applications have been denied may appeal the
decision by requesting a personal interview with the Professional Education Committee. Candidates may consult their
advisors or the Chairperson of the Professional Education
Committee concerning the procedures for appealing the
decision of the committee.
Note: All placements are coordinated through the Office of
Field Experiences. USCA has contractual agreements for
internships and practica placements with selected South
Carolina School Districts. Under no circumstances are
candidates to make individual placement arrangements with
schools or teachers. Within these districts, at the time of the
application, candidates have an opportunity to list their
geographical preferences; however, final assignments are
worked out between the Office of Field Experiences and the
School Districts. Secondary students are limited to placement
only in Aiken and Edgefield School Districts.
Benchmark V: Exit from Internship
A candidate accepted into internship is placed at a school at an
appropriate grade level. During the internship, a candidate is
supervised by a cooperating teacher and a university supervisor.
The minimum number of days an intern is placed at a school is
60 days. During those 60 days the intern must successfully take
over the classroom in which they have been assigned for a
minimum of 10 days. The candidate is observed teaching a
class a minimum of 6 times by both the cooperating teacher
and university supervisor for a minimum total of 12 observations. It is the responsibility of the cooperating teacher and
university supervisor to make a final recommendation to the
Dean as to whether the candidate has the knowledge, skills, and
dispositions necessary to be a successful teacher. By state law,
the candidate’s success is measured using the ADEPT evaluation
system. It is upon the final recommendation made by the
cooperating teacher and university supervisor that the Dean
recommends a candidate’s certification to the State Superintendent of Education.
Note: As of July 1, 2006, all candidates must pass the
Principles of Teaching and Learning exam (PLT) prior to
graduation and prior to being recommended for certification
by the Dean.
Areas of Study
The curricula for degrees in Early Childhood Education, Elementary
Education, Special Education, and Secondary Education (Biology,
Chemistry, English, Mathematics, Comprehensive Science, and
Comprehensive Social Studies) include all courses and field
experiences required for full teacher certification by the S.C. State
Department of Education. For areas of Secondary Education not
listed as programs at USCA, the student should consult with the Dean
of the School of Education.
Certification
Teacher certification is granted by the SC State Department of
Education upon recommendation by the Dean of the School of
Education. Prior to the internship, students are given an application
for certification and instruction for its completion. The intern is
responsible for completing the application and submitting it
along with the $104 certification fee to the School of
Education administrative assistant in Room 210 of the
Business and Education Building. For Fall student teachers,
the certification application and fingerprint cards are due
January 15th of the spring semester prior to their student
teaching. For Spring student teachers, the certification
application and fingerprint cards are due on March 15th, one
year prior to student teaching. Fingerprinting can be completed
by personnel in the Security Office on the USCA campus. No intern
may be considered to have completed an Approved Program until
the student has been validated as having achieved passing scores on
the State Board specified examinations. Interns may not be
recommended for state licensure until USCA has received official
verification that these examinations have been passed. Note: the
processing of the certification forms requires 6-8 weeks after the
date of graduation.
Interns who earn a grade of D or F will not be recommended
for certification.
133
Additional Areas of Certification
Individuals who are initially certified may “add-on” certification in
other subject areas. Candidates should consult with their advisors or
the Dean of the School of Education concerning specific requirements for “add-on” certification.
Title II - Institutional Report
In 1988, the U.S. Congress passed legislation (Title II, Section 207
of the Higher Education Act) that required all states and institutions
that have teacher preparation programs to submit annual reports on
teacher preparation and licensing beginning in 2001. USC Aiken
reports the following information for the cohort of students who
completed teacher preparation programs at the undergraduate level
during the school year 2006-2007.
Institution’s definition of program completer:
A program completer is a candidate who has successfully completed
all of the course and certification requirements for the approved
program of study printed in the University of South Carolina Aiken
Undergraduate and Graduate Programs Bulletin of the year in
which the candidate was accepted into the university and began to
take courses. In 1998, the School of Education made it a policy that
all Secondary Education Majors take and pass the PRAXIS II content
area exam(s) prior to internship. In 2001, the School of Education
amended the policy to require all education majors take and pass the
PRAXIS II content area exam(s) prior to internship. This was added
as part of the overall assessment system and provided a measure to
ensure that all education majors are well grounded in their knowledge
of the content area prior to placement in the internship. As of July
1, 2006, the State of South Carolina requires all candidates to have
taken and passed the Praxis II Principles of Learning and Teaching
(PLT) exam prior to initial certification. As a result, the School
Education requires a passing score on the PLT prior to graduation.
As with the Praxis II content area exams, the PLT is part of the
overall assessment system for the School of Education.
The teacher education program at USC Aiken is accredited by the
National Council for the Accreditation of Teacher Education
(NCATE) for the preparation of early childhood, elementary, and
secondary teachers.
Title II Information
University of South Carolina Aiken
Academic Year 2006-2007
Single Assessment Pass-Rate Report
USC Aiken
75 in Cohort
Type of Assessment
Assessment
Code
Number
Number
Taking
Assessment
Number
Passing
Assessment
Statewide
Institutional
Pass Rate
Number
Taking
Assessment
Number
Passing
Assessment
Statewide
Pass Rate
Professional Knowledge
PRINCIPLES LEARNING & TEACHING K-6
522
59
59
100%
1457
1422
98%
PRINCIPLES LEARNING & TEACHING 7-12
524
16
16
100%
501
482
96%
ELEM ED CURR INSTRUC ASSESSMENT
011
28
28
100%
749
733
98%
ELEM ED CONTENT AREA EXERCISES
012
28
28
100%
748
743
99%
EDUCATION OF YOUNG CHILDREN
021
26
26
100%
565
564
100%
Academic Content Areas
BIOLOGY AND GENERAL SCIENCE
030*
100%
43
41
95%
ENG LANG LIT COMP CONTENT KNOWLDG
041*
100%
121
117
97%
ENG LANG LIT COMP ESSAYS
042*
100%
120
116
97%
MATHEMATICS: CONTENT KNOWLEDGE
061*
100%
70
67
96%
MATH PROOFS MODELS PROBLEMS PART 1
063*
100%
69
68
99%
CHEM PHYSICS AND GENERAL SCIENCE
070
SOCIAL STUDIES: CONTENT KNOWLEDGE
081*
0
0
100%
-
143
7
131
92%
SOCIAL STUDIES: INTERPRET MATERIALS
083*
100%
143
136
95%
353*
100%
148
147
99%
Teaching Special Populations
EDUC. EXCEPTIONAL STUDENTS: CK
SE BEHAVIORAL/EMOTIONAL
371
0
0
-
24
24
100%
382
0
0
-
66
65
98%
16
15
94%
ED OF EXCEPT STUDENTS:
LEARNING DISABIL
ED EXCEPT STUDENTS:
MILD MODER.DISABIL
134
542*
100%
Aggregate and Summary Pass-Rate Report
Statewide
USC Aiken
Type of Assessment
Aggregate - Professional Knowledge
Number
Passing
Assessment
Number
Passing
Assessment
Institutional
Pass Rate
Number
Taking
Assessment
75
75
100%
2089
2022
97%
69
69
100%
2102
2022
96%
100%
207
204
99%
100%
2195
2070
94%
Number
Taking
Assessment
Statewide
Pass Rate
Aggregate - Academic Content Areas
(Math, English, Biology, etc.)
Aggregate - Teaching Special Populations
(Special Education, ELS, etc.)*
Summary Totals and Pass Rates
75
75
*Number of test takers is less than 10.
135
Bachelor of Arts in Education—
Major in Early Childhood Education
Bachelor of Arts in Education—
Major in Elementary Education
The Early Childhood Education Program provides preparation for
teaching in preschool, kindergarten and primary grades. The Early
Childhood certificate permits teaching of grades Pre-K - 3 in
primary and elementary schools of South Carolina. The program is
planned to give undergraduates a broad liberal arts background
together with a wide range of practical experiences in a variety of
public and private early childhood settings.
The Elementary Education Program provides preparation for
teaching in public school grades 2-6. Each candidate is given practical
experience with children of different age levels and in different types
of public school settings.
1.
B.
Skills and Competencies 1 ................................................................ 21-23
English 1012 and 1022 ......................................................... 6
Composition/Composition and Literature
AMTH 2212, 2222 ............................................................... 6
Applied Speech Communication2,3 .................................... 3
Languages4 ........................................................................ 6-8
Methods and History of Disciplines 5 .......................................... 2 9
Biological Science and Physical Science with lab ............ 8
(ABIO 122 or BIOL 110, and AGLY 201 or APHY
101)
Social and Behavioral Sciences (at least two areas) ......... 6
Psychology, Sociology, Anthropology, Economics,
Political Science, Geography
Humanities6 (at least two areas) ......................................... 9
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
Philosophy (not logic),
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
History of Civilization (AHST 101 or AHST 102) ........ 3
American Political Institutions ......................................... 3
(APLS 201, AHST 201, or AHST 202)
Professional Education Requirements 2 ............................ 6 5
AEDC 310 or 110L, 442 ............................................................ 4
AEDF 321 ..................................................................................... 3
AEDE 210 ..................................................................................... 3
AHPR 456 ..................................................................................... 3
AEDP 335 ..................................................................................... 3
AEDR 418 .................................................................................... 3
AEDX 400 .................................................................................... 3
Junior Block: AEDR 420, 420P, AEDE 410, 540, 542 ........ 1 3
Senior Block: AEDE 435, 435P, 436, 436P, 544, 544P,
AEDR 421 ................................................................................... 1 5
Internship: AEDE 469, 476 ..................................................... 1 5
3.
Subject Area Requirement (English above 250) ................. 3
4.
General Electives ................................................................... 3-5
Total hours ...................................................................................... 123
1
For undergraduate writing proficiency, see Proficiency Portfolio in
Writing described on page 46.
2
Must have C or better
3
The following are considered Applied Speech Communication
courses: ACOM 201, ACOM 241, and ACOM 342. Some majors
may require a specific course so students should consult requirements for their major.
4
Two (2) semesters of the same language. See degree program
requirements for Language study.
5
At least 3 hours must be in non-Western world studies, unless
an approved non-Western world studies course has been completed
elsewhere in the student’s degree program.
6
For a list of courses that will meet the Humanities general
education requirement, see page 31.
136
General Education Requirements ................................ 54-56
A.
Skills and Competencies 1 ................................................................ 21-23
English 1012 and 1022 ......................................................... 6
Composition/Composition and Literature
AMTH 2212, 2222 ............................................................... 6
ACOM 2012 or 241 2 ............................................................ 3
Languages3 ........................................................................ 6-8
B.
Methods and History of Disciplines 4 .......................................... 3 3
ABIO 122 or BIOL 110, and AGLY 201, APHY 101 .. 1 2
Social and Behavioral Sciences
Geography 101, 102, 103, or 424 ........................... 3
Select one of the following: Psychology, Sociology,
Anthropology, Economics, Political Science ......... 3
Humanities 5
AHST 201 or 202 ...................................................... 3
Choose 6 hours from two of the following fields: .. 6
AARH, AMUS 173 or 175, ATHE 161
History of Civilization (AHST 101 or AHST 102) ........ 3
APLS 201 ............................................................................. 3
General Education Requirements ................................ 50-52
A.
2.
1.
2.
Professional Education Requirements 2 ............................ 7 1
AEDC 310 or 110L, 442 ............................................................ 4
AEDF 321, AEDP 330, 335 ....................................................... 9
AEDR 418, AEDX 400, AEDL 430 .......................................... 9
AHPR 331, 455 ............................................................................ 6
Junior Block:
AEDL 432, 432P, 434, 441, AEDR 420, 420P ..................... 1 4
Senior Block:
AEDL 431, 431P, 443, 443P, 445, AEDR 421 ..................... 1 4
Internship: AEDL 470, 476 ..................................................... 1 5
3.
Subject Area Requirement (English above 250) ................. 3
4.
General Electives ................................................................... 0-2
Total hours ...................................................................................... 130
1
For undergraduate writing proficiency, see Proficiency Portfolio in
Writing described on page 46.
2
Must have C or better
3
Two (2) semesters of the same language. See degree program
requirements for Language study.
4
At least 3 hours must be in non-Western world studies
5
For a list of courses that will meet the Humanities general education
requirement, see page 31.
The Junior Block, Senior Block, and Internship are sequential. A
grade of C or better is required in all courses as a prerequisite for
enrollment in coursework at the next level.
Middle Level Education
The Middle Level Education Program prepares candidates for
teaching in public school grades 5-8. Candidate preparation in two
teaching fields emphasize the development of increasingly complex
intellectual skills and the ability to integrate curriculum content
across academic disciplines. Candidates examine and develop teaching
pedagogy appropriate for young adolescents. Candidate observation,
participation and teaching experiences are designed to develop
awareness of and tolerance toward diversity.
Middle Level Education candidates transferring from a two-year
institution will not receive transfer credit for courses considered upper
division. In addition, transfer credit will not be grated for courses
taken in which the prerequisites have not been observed.
Bachelor of Arts in Education—
Major in Middle Level Education
(Area of Concentration in English/Mathematics)
Bachelor of Arts in Education—
Major in Middle Level Education
(Area of Concentration in English/Science)
1.
1.
General Education Requirements ................................ 50-52
General Education Requirements ................................ 50-52
A.
Skills and Competencies ........................................ 21-23
AEGL 101 and 1021 ............................................................ 6
Math/Statistics/Logic (AMTH 108, ASTA 201) 1 ............ 6
Applied Speech Communication (ACOM 201 or 241)1 . 3
Languages2 ........................................................................ 6-8
A.
Skills and Competencies ........................................ 21-23
AEGL 101 and 1021 ............................................................ 6
Math/Statistics/Logic (AMTH 108, ASTA 201) 1 ............ 6
Applied Speech Communication (ACOM 201 or 241)1 . 3
Languages2 ........................................................................ 6-8
B.
Methods and History of Disciplines 3 ......................... 2 9
Biological Science with Lab ................................................ 4
Physical Science with Lab .................................................. 4
Social and Behavioral Sciences (two areas) ...................... 6
Psychology, Sociology, Anthropology, Economics,
Political Science, Geography
Humanities Elective (1 area)4 ............................................ 3
History, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
Philosophy (not logic),
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
English Literature1 ............................................................... 6
History of Civilization (AHST 101 or AHST 102) ........ 3
American Political Institutions ......................................... 3
(APLS 201, AHST 201, or AHST 202)
B.
Methods and History of Disciplines 3 ......................... 2 9
ABIO 1221 ............................................................................ 4
APHY 1011 .......................................................................... 4
Social and Behavioral Sciences (two areas) ...................... 6
Psychology, Sociology, Anthropology, Economics,
Political Science, Geography
Humanities Elective (1 area)4 ............................................ 3
History, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
Philosophy (not logic),
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
English Literature 1 ............................................................... 6
History of Civilization (AHST 101 or AHST 102) ........ 3
American Political Institutions ......................................... 3
(APLS 201, AHST 201, or AHST 202)
2.
Pre-Professional Program Requirements 1 ...................... 1 4
AEDC 442 ..................................................................................... 3
AEDP 334, 335 ............................................................................ 6
AEDS 311 ...................................................................................... 2
AEDX 400 .................................................................................... 3
2.
Pre-Professional Program Requirements 1 ...................... 1 4
AEDC 442 ..................................................................................... 3
AEDP 334, 335 ............................................................................ 6
AEDS 311 ...................................................................................... 2
AEDX 400 .................................................................................... 3
3.
Professional Program Requirements1 ............................... 3 3
AEDC 455 ..................................................................................... 3
AEDR 518 ..................................................................................... 3
AEDS 446, 446P .......................................................................... 4
AEDS 447, 447P, 450, 450P ...................................................... 8
AEDS 471, 476 ........................................................................... 1 5
3.
Professional Program Requirements 1 ............................... 3 3
AEDC 455 ..................................................................................... 3
AEDR 518 ..................................................................................... 3
AEDS 446, 446P .......................................................................... 4
AEDS 447, 447P, 453, 453P ...................................................... 8
AEDS 471, 476 ........................................................................... 1 5
4.
Subject Area Requirements 1 ................................................ 3 0
AEDR 485 ..................................................................................... 3
AEGL 291, 360 ............................................................................ 6
AEGL 450 or 460 ........................................................................ 3
AMTH 111, 122, 170, 221, 222, 503 .................................... 1 8
4.
Subject Area Requirements 1 ................................................ 3 0
AEDR 485 ..................................................................................... 3
AEGL 291, 360 ............................................................................ 6
AEGL 462 ..................................................................................... 3
AEGL 450 or 460 ........................................................................ 3
ABIO 370 ...................................................................................... 4
ACHM 101 .................................................................................... 4
AGLY 201 ..................................................................................... 4
AMTH 111 ................................................................................... 3
Total Hours ............................................................................. 127-129
Must have C or better
2
Two (2) semesters of the same language.
3
At least 3 hours must be in non-Western world studies, unless an
approved non-Western world studies course has been completed
elsewhere in the student’s degree program.
4
For a list of courses that will meet the Humanities general
education requirement, see page 31.
1
Total Hours ............................................................................. 127-129
1
Must have C or better
2
Two (2) semesters of the same language.
3
At least 3 hours must be in non-Western world studies, unless an
approved non-Western world studies course has been completed
elsewhere in the student’s degree program.
4
For a list of courses that will meet the Humanities general
education requirement, see page 31.
137
Bachelor of Arts in Education—
Major in Middle Level Education
(Area of Concentration in English/Social Studies)
Bachelor of Arts in Education—
Major in Middle Level Education
(Area of Concentration in Mathematics/Science)
1.
1.
General Education Requirements ................................ 50-52
General Education Requirements ................................ 50-52
A.
Skills and Competencies ........................................ 21-23
AEGL 101 and 1021 ............................................................ 6
Math/Statistics/Logic (AMTH 108, ASTA 201) 1 ............ 6
Applied Speech Communication (ACOM 201 or 241)1 . 3
Languages2 ........................................................................ 6-8
A.
Skills and Competencies ........................................ 21-23
AEGL 101 and 1021 ............................................................ 6
Math/Statistics/Logic (AMTH 108, ASTA 201) 1 ............ 6
Applied Speech Communication (ACOM 201 or 241)1 . 3
Languages2 ........................................................................ 6-8
B.
Methods and History of Disciplines .......................... 2 9
Biological Science with Lab ................................................ 4
Physical Science with Lab .................................................. 4
AGRY 1031 ........................................................................... 3
ASCY 1011 ........................................................................... 3
English Literature 1 ............................................................... 3
AHST 351 or 451 1 .............................................................. 3
AHST 101 or AHST 1021 ................................................... 3
AHST 201 1 ........................................................................... 3
APLS 201 1 ............................................................................ 3
B.
Methods and History of Disciplines 3 ......................... 2 9
ABIO 1221 ............................................................................ 4
APHY 1011 .......................................................................... 4
Social and Behavioral Sciences (two areas) ...................... 6
Psychology, Sociology, Anthropology, Economics,
Political Science, Geography
Humanities Elective (2 areas)4 ........................................... 9
History, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
Philosophy (not logic),
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
History of Civilization (AHST 101 or AHST 102) ........ 3
American Political Institutions ......................................... 3
(APLS 201, AHST 201, or AHST 202)
2.
Pre-Professional Program Requirements 1 ...................... 1 4
AEDC 442 ..................................................................................... 3
AEDP 334, 335 ............................................................................ 6
AEDS 311 ...................................................................................... 2
AEDX 400 .................................................................................... 3
3.
Professional Program Requirements 1 ............................... 3 3
AEDC 455 ..................................................................................... 3
AEDR 518 ..................................................................................... 3
AEDS 446, 446P .......................................................................... 4
AEDS 447, 447P, 449, 449P ...................................................... 8
AEDS 471, 476 ........................................................................... 1 5
4.
Subject Area Requirements 1 ................................................ 2 4
AEDR 485 ..................................................................................... 3
AEGL 291, 360 ............................................................................ 6
AEGL 450 or 460 ........................................................................ 3
AECO 221 ..................................................................................... 3
AHST 202 ..................................................................................... 3
APLS 458 ...................................................................................... 3
Anthropology or Philosophy Elective ...................................... 3
2.
Pre-Professional Program Requirements 1 ...................... 1 4
AEDC 442 ..................................................................................... 3
AEDP 334, 335 ............................................................................ 6
AEDS 311 ...................................................................................... 2
AEDX 400 .................................................................................... 3
3.
Professional Program Requirements 1 ............................... 3 3
AEDC 455 ..................................................................................... 3
AEDR 518 ..................................................................................... 3
AEDS 446, 446P .......................................................................... 4
AEDS 450, 450P, 453, 453P ...................................................... 8
AEDS 471, 476 ........................................................................... 1 5
4.
Subject Area Requirements 1 ................................................ 3 3
AEGL 462 ..................................................................................... 3
ABIO 370 ...................................................................................... 4
ACHM 101 .................................................................................... 4
AGLY 201 ..................................................................................... 4
AMTH 111, 122, 170, 221, 222, 503 .................................... 1 8
5.
General Elective ..................................................................... 0-2
Total Hours ............................................................................. 121-123
Must have C or better
2
Two (2) semesters of the same language.
1
Total Hours ............................................................................. 130-132
1
Must have C or better
2
Two (2) semesters of the same language.
3
At least 3 hours must be in non-Western world studies, unless an
approved non-Western world studies course has been completed
elsewhere in the student’s degree program.
4
For a list of courses that will meet the Humanities general
education requirement, see page 31.
138
Bachelor of Arts in Education—
Major in Middle Level Education
(Area of Concentration in Mathematics/Social Studies)
Bachelor of Arts in Education—
Major in Middle Level Education
(Area of Concentration in Science/Social Studies)
1.
1.
General Education Requirements ................................ 50-52
General Education Requirements ................................ 50-52
A.
Skills and Competencies ........................................ 21-23
AEGL 101 and 1021 ............................................................ 6
Math/Statistics/Logic (AMTH 108, ASTA 201) 1 ............ 6
Applied Speech Communication (ACOM 201 or 241)1 . 3
Languages2 ........................................................................ 6-8
A.
Skills and Competencies ........................................ 21-23
AEGL 101 and 1021 ............................................................ 6
Math/Statistics/Logic (AMTH 108, ASTA 201) 1 ............ 6
Applied Speech Communication (ACOM 201 or 241)1 . 3
Languages2 ........................................................................ 6-8
B.
Methods and History of Disciplines 3 ......................... 2 9
Biological Science with Lab ................................................ 4
Physical Science with Lab .................................................. 4
AGRY 1031 ........................................................................... 3
ASCY 1011 ........................................................................... 3
Humanities Elective (1 area)4 .......................................................................... 3
History, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
Philosophy (not logic),
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
AHST 351 or 4511 .............................................................. 3
AHST 201 1 ........................................................................... 3
AHST 101 or 1021 .............................................................. 3
APLS 2011 ............................................................................ 3
B.
Methods and History of Disciplines 3 ......................... 2 9
ABIO 1221 ............................................................................ 4
APHY 101 1 .......................................................................... 4
AGRY 1031 ........................................................................... 3
ASCY 1011 ........................................................................... 3
Humanities Elective (1 area)4 .......................................................................... 3
History, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
Philosophy (not logic),
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
AHST 351 or 451 1 .............................................................. 3
AHST 201 1 ........................................................................... 3
AHST 101 or 102 1 .............................................................. 3
APLS 201 1 ............................................................................ 3
2.
Pre-Professional Program Requirements 1 ...................... 1 4
AEDC 442 ..................................................................................... 3
AEDP 334, 335 ............................................................................ 6
AEDS 311 ...................................................................................... 2
AEDX 400 .................................................................................... 3
2.
Pre-Professional Program Requirements 1 ...................... 1 4
AEDC 442 ..................................................................................... 3
AEDP 334, 335 ............................................................................ 6
AEDS 311 ...................................................................................... 2
AEDX 400 .................................................................................... 3
3.
Professional Program Requirements 1 ............................... 3 3
AEDC 455 ..................................................................................... 3
AEDR 518 ..................................................................................... 3
AEDS 446, 446P .......................................................................... 4
AEDS 449, 449P, 450, 450P ...................................................... 8
AEDS 471, 476 ........................................................................... 1 5
3.
Professional Program Requirements 1 ............................... 3 3
AEDC 455 ..................................................................................... 3
AEDR 518 ..................................................................................... 3
AEDS 446, 446P .......................................................................... 4
AEDS 449, 449P, 453, 453P ...................................................... 8
AEDS 471, 476 ........................................................................... 1 5
4.
Subject Area Requirements 1 ................................................ 3 0
AECO 221 ..................................................................................... 3
AHST 202 ..................................................................................... 3
APLS 458 ...................................................................................... 3
Anthropology or Philosophy Elective ...................................... 3
AMTH 111, 122, 170, 221, 222, 503 .................................... 1 8
4.
Subject Area Requirements 1 ................................................ 3 0
AECO 221 ..................................................................................... 3
AHST 202 ..................................................................................... 3
APLS 458 ...................................................................................... 3
Anthropology or Philosophy Elective ...................................... 3
AEGL 462 ..................................................................................... 3
ABIO 370 ...................................................................................... 4
ACHM 101 .................................................................................... 4
AGLY 201 ..................................................................................... 4
AMTH 111 ................................................................................... 3
Total Hours ............................................................................. 127-129
1
Must have C or better
2
Two (2) semesters of the same language.
3
At least 3 hours must be in non-Western world studies, unless an
approved non-Western world studies course has been completed
elsewhere in the student’s degree program.
4
For a list of courses that will meet the Humanities general
education requirement, see page 31.
Total Hours ............................................................................. 127-129
1
Must have C or better
2
Two (2) semesters of the same language.
3
At least 3 hours must be in non-Western world studies, unless an
approved non-Western world studies course has been completed
elsewhere in the student’s degree program.
4
For a list of courses that will meet the Humanities general
education requirement, see page 31.
Secondary Education
The Secondary Education Program prepares candidates for teaching
in public school grades 9-12. Programs in the subject areas of
Biology, Chemistry, English, Mathematics, Comprehensive Science,
and Comprehensive Social Studies provide subject-matter expertise
and a comprehensive and balanced liberal arts background.
Professional requirements of the curriculum offer several semesters
of public school experience at the level of individual candidate
interaction and for on-site experimentation with methods and
materials of curriculum in a chosen certification area.
139
Secondary Education candidates transferring from a two-year
institution will not receive transfer credit for courses considered
upper division (300 level or above). In addition, transfer credit will
not be granted for courses taken in which the prerequisites have not
been observed.
Bachelor of Science in Education—
Major in Secondary Education
(Area of Concentration in Chemistry) and
Bachelor of Science—Major in Chemistry
1.
Bachelor of Science in Education—
Major in Secondary Education
(Area of Concentration in Biology)
1.
B.
3.
4.
Skills and Competencies 1 ....................................... 24-27
AEGL 1012 and 1022 ........................................................... 6
AEGL 250 or above ............................................................ 3
Math/Statistics ................................................................. 6-7
ASTA 201 or ASTA 509
AMTH 122 or AMTH 141
Applied Speech Communication2 ...................................... 3
ACOM 201 or 241
Languages3 ........................................................................ 6-8
Methods and History of Disciplines 4 ......................... 2 6
Natural Sciences ................................................................... 8
ABIO 1212
APHY 201, 202, 211, or 212
Social and Behavioral Sciences (two areas) ...................... 6
Psychology, Sociology, Anthropology, Economics,
Political Science, Geography
Humanities5 (at least two areas) ......................................... 6
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
Philosophy (not logic),
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
History of Civilization (AHST 101 or AHST 102) ........ 3
American Political Institutions ......................................... 3
(APLS 201, AHST 201, or AHST 202)
Professional Education Requirements 2 ............................ 3 7
AEDC 442 ..................................................................................... 3
AEDF 321 ..................................................................................... 3
AEDP 334 ..................................................................................... 3
AEDR 518 ..................................................................................... 3
AEDS 311, 446, 446P, 453, 453P ........................................... 1 0
AEDS 471, 476 ........................................................................... 1 5
Subject Area Requirements 2 ................................................ 4 0
ABIO 122, 320, 350, 370 ......................................................... 1 6
ABIO 325 or 360 ......................................................................... 4
ABIO 312, 315, 316, 516, or 528 ............................................. 4
ACHM 111, 112, 331, 331L .................................................... 1 2
ABIO 499 and ABIO 490 or AGLY 490 .................................... 4
General Electives .................................................................. 1-4
Total Hours4 .................................................................................... 131
For undergraduate writing proficiency, see Proficiency Portfolio in
Writing described on page 46.
2
Must have C or better
3
Two (2) semesters of the same language.
4
At least 3 hours must be in non-Western world studies, unless
an approved non-Western world studies course has been completed
elsewhere in the student’s degree program.
5
For a list of courses that will meet the Humanities general
education requirement, see page 31.
1
140
A.
Skills and Competencies 1 ....................................... 34-36
AEGL 1012 and 1022 ........................................................... 6
AEGL 250 or above ............................................................ 3
Math (AMTH 141, 142, and 241) .................................. 1 2
Applied Speech Communication2 ...................................... 3
ACOM 201 or 241
Computer Science ................................................................. 4
(ACSC 145 or equivalent programming language)
Languages3 ........................................................................ 6-8
B.
Methods and History of Disciplines 4 ......................... 2 3
Natural Sciences2 .................................................................. 8
ABIO 121
APHY 201 or 211
Social and Behavioral Science ............................................ 3
Psychology, Sociology, Anthropology, Economics,
Political Science, Geography
Humanities 5 .......................................................................... 6
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
Philosophy (not logic),
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
History of Civilization (AHST 101 or AHST 102) ........ 3
American Political Institutions ......................................... 3
(APLS 201, AHST 201, or AHST 202)
General Education Requirements ................................ 50-53
A.
2.
General Education Requirements ................................. 57-59
2.
Professional Education Requirements 2 ............................ 3 6
AEDC 310 or 110L, 442 ............................................................ 4
AEDF 321 ..................................................................................... 3
AEDP 334 ..................................................................................... 3
AEDR 518 ..................................................................................... 3
AEDS 446, 446P, 453, 453P ...................................................... 8
AEDS 471, 476 ........................................................................... 1 5
3.
Subject Area Requirements 2 ................................................ 4 7
ACHM 111 and 112 ..................................................................... 8
ACHM 331/331L, 332/332L, 321/321L, 541/541L, 542/542L,
511/511L ..................................................................................... 2 5
ACHM 522 .................................................................................... 4
ACHM 499 .................................................................................... 3
APHY 202 or 212 ........................................................................ 4
ABIO 541 or ACHM 550 ............................................................ 3
4.
General Electives .................................................................. 0-2
Total Hours4 .................................................................................... 142
1
For undergraduate writing proficiency, see Proficiency Portfolio in
Writing described on page 46.
2
Must have C or better
3
Two (2) semesters of the same language.
4
At least 3 hours must be in non-Western world studies, unless
an approved non-Western world studies course has been completed
elsewhere in the student’s degree program.
5
For a list of courses that will meet the Humanities general
education requirement, see page 31.
Bachelor of Arts in Education—
Major in Secondary Education
(Area of Concentration in English)
Bachelor of Science in Education—
Major in Secondary Education
(Area of Concentration in Mathematics)
1.
1.
2.
3.
General Education Requirements ................................ 50-52
A.
Skills and Competencies 1 ....................................... 21-23
AEGL 1012 and 1022 ........................................................... 6
Mathematics/Statistics/Logic3 ............................................ 6
Applied Speech Communication2 ...................................... 3
ACOM 201 or 241
Languages4 ........................................................................ 6-8
B.
Methods and History of Disciplines 5 ......................... 2 9
Natural Sciences ................................................................... 8
Biology with Lab
Physical Science with Lab (e.g., Chemistry, Physics,
Astronomy, Geology)
Social and Behavioral Sciences (two areas) ...................... 6
Psychology, Sociology, Anthropology, Economics,
Political Science, Geography
Humanities 6 .......................................................................... 9
AEGL 284, AEGL 288, and one of the following:
History, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
Philosophy (not logic),
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
History of Civilization (AHST 101 or AHST 102) ........ 3
American Political Institutions ......................................... 3
(APLS 201, AHST 201, or AHST 202)
Professional Education Requirements 2 ............................ 3 7
AEDC 442 ..................................................................................... 3
AEDF 321 ..................................................................................... 3
AEDP 334 ..................................................................................... 3
AEDR 518 ..................................................................................... 3
AEDS 311, 446, 446P, 447, 447P ........................................... 1 0
AEDS 471, 476 ........................................................................... 1 5
Subject Area Requirements 2 ................................................ 4 8
AEGL 275, 285, 289, 291, 450, 453, 460, 462 .................... 2 4
American Literature ..................................................................... 6
British Literature .......................................................................... 3
AEGL 360 ..................................................................................... 3
AEGL 362 ..................................................................................... 3
AEDR 485 ..................................................................................... 3
Area Electives (select from the following categories): ............ 6
Literature, Writing, Theatre,
Communications, Languages
Minimum total hours 5 ......................................................... 135-137
For undergraduate writing proficiency, see Proficiency Portfolio in
Writing described on page 46.
2
Must have C or better
3
AMTH 221 and AMTH 222 cannot be used for General Education
math credit EXCEPT by students graduating with degrees in
Elementary, Early Childhood or Special Education.
4
Two (2) semesters of the same language.
5
At least 3 hours must be in non-Western world studies, unless
an approved non-Western world studies course has been completed
elsewhere in the student’s degree program.
6
For a list of courses that will meet the Humanities general
education requirement, see page 31.
1
General Education Requirements ................................ 50-52
A.
Skills and Competencies 1 ....................................... 24-26
AEGL 1012 and 1022 ........................................................... 6
AEGL 250 or above ............................................................ 3
Math/Statistics/Logic (AMTH 1702, AMTH 1742) ......... 6
Applied Speech Communication2 ...................................... 3
ACOM 201 or 241
Languages3 ........................................................................ 6-8
B.
Methods and History of Disciplines 4 ......................... 2 6
Natural Sciences (APHY 211 and Biology with lab) ....... 8
Social and Behavioral Sciences (two areas) ...................... 6
Psychology, Sociology, Anthropology, Economics,
Political Science, Geography
Humanities5 (at least two areas) ......................................... 6
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
Philosophy (not logic),
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
History of Civilization (AHST 101 or AHST 102) ........ 3
American Political Institutions ......................................... 3
(APLS 201, AHST 201, or AHST 202)
2.
Professional Education Requirements 2 ............................ 3 7
AEDC 442 ..................................................................................... 3
AEDF 321 ..................................................................................... 3
AEDP 334 ..................................................................................... 3
AEDR 518 ..................................................................................... 3
AEDS 311, 446, 446P, 450, 450P ........................................... 1 0
AEDS 471, 476 ........................................................................... 1 5
3.
Subject Area Requirements 2 .......................................... 40-41
AMTH 141, 142, 241, 242 ...................................................... 1 6
AMTH 420, 531, 544, 546, 554 ............................................ 1 5
ACSC 102 ...................................................................................... 3
ASTA 509 ...................................................................................... 3
Elective in Computer Science (ACSC above 102) or Physics
(APHY 212 or above)
or Mathematics (AMTH 200 or above) ................................ 3-4
4.
General Electives ...................................................................... 3
Minimum total hours 4 ......................................................... 130-133
1
For undergraduate writing proficiency, see Proficiency Portfolio in
Writing described on page 46.
2
Must have C or better
3
Two (2) semesters of the same language.
4
At least 3 hours must be in non-Western world studies, unless
an approved non-Western world studies course has been completed
elsewhere in the student’s degree program.
5
For a list of courses that will meet the Humanities general
education requirement, see page 31.
141
Bachelor of Science in Education—
Major in Secondary Education
(Area of Concentration in Comprehensive Science)
Bachelor of Arts in Education—
Major in Secondary Education
(Area of Concentration in Comprehensive Social Studies)
1.
1.
General Education Requirements ................................ 50-53
A.
B.
2.
3.
4.
Skills and Competencies 1 ....................................... 24-27
AEGL 1012 and 102 2 ........................................................... 6
AEGL 250 or above ............................................................ 3
Math/Statistics ................................................................. 6-7
ASTA 201 or ASTA 509
AMTH 122 or AMTH 141
Applied Speech Communication2 ...................................... 3
ACOM 201 or 241
Languages3 ........................................................................ 6-8
Methods and History of Disciplines 4 ......................... 2 6
Natural Sciences ................................................................... 8
ABIO 1212
APHY 2012 or 2112
Social and Behavioral Sciences (two areas) ...................... 6
Psychology, Sociology, Anthropology, Economics,
Political Science, Geography
Humanities5 (at least two areas) ......................................... 6
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
Philosophy (not logic),
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
History of Civilization (AHST 101 or AHST 102) ........ 3
American Political Institutions ......................................... 3
(APLS 201, AHST 201, or AHST 202)
Professional Education Requirements 2 ............................ 3 7
AEDC 442 ..................................................................................... 3
AEDF 321 ..................................................................................... 3
AEDP 334 ..................................................................................... 3
AEDR 518 ..................................................................................... 3
AEDS 311, 446, 446P, 453, 453P ........................................... 1 0
AEDS 471, 476 ........................................................................... 1 5
Subject Area Requirements 2 ................................................ 4 4
ABIO 122, 370 ............................................................................. 8
ACHM 111, 112, and 300 or above ........................................ 1 2
APHY 202 or 212 ........................................................................ 4
AAST 111 ..................................................................................... 4
AGLY 101 or 103 ........................................................................ 4
AGLY 201 ..................................................................................... 4
ABIO, AGLY, ACHM, APHY above 300 ................................... 4
ABIO 499 and ABIO 490 or AGLY 490 .................................... 4
General Electives .................................................................. 0-3
Total Hours4 .................................................................................... 134
1
For undergraduate writing proficiency, see Proficiency Portfolio in
Writing described on page 46.
2
Must have C or better
3
Two (2) semesters of the same language.
4
At least 3 hours must be in non-Western world studies, unless
an approved non-Western world studies course has been completed
elsewhere in the student’s degree program.
5
For a list of courses that will meet the Humanities general
education requirement, see page 31.
142
General Education Requirements ................................ 50-52
A.
Skills and Competencies 1 ...................................... 24-26
AEGL 1012 and 1022 ........................................................... 6
AEGL 250 or above ............................................................ 3
Math/Statistics/Logic3 ......................................................... 6
Applied Speech Communication2 ...................................... 3
ACOM 201 or 241
Languages4 ........................................................................ 6-8
B.
Methods and History of Disciplines 5 ......................... 2 6
Natural Sciences ................................................................... 8
Biology with Lab
Physical Science with Lab (e.g., Chemistry, Physics,
Astronomy, Geology)
Social and Behavioral Sciences .......................................... 6
(ASCY 101 and APSY 101)2
Humanities6 (at least two areas) ......................................... 6
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
Philosophy (not logic),
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
History of Civilization (AHST 101)2 ................................ 3
American Political Institutions (APLS 201)2 .................. 3
2.
Professional Education Requirements 2 ............................ 3 7
AEDC 442 ..................................................................................... 3
AEDF 321 ..................................................................................... 3
AEDP 334 ..................................................................................... 3
AEDR 518 ..................................................................................... 3
AEDS 311, 446, 446P, 449, 449P ........................................... 1 0
AEDS 471, 476 ........................................................................... 1 5
3.
Subject Area Requirements 2 ................................................ 2 7
AHST 102, 201, and 202 ............................................................ 9
AGRY 101 or 102 ........................................................................ 3
AECO 221 and 222 ...................................................................... 6
History (above 300 level) ........................................................... 3
Anthropology elective ................................................................. 3
APLS 101 or 103 ......................................................................... 3
Area of Concentration: ................................................... 12-17
Select one area of concentration for a total of 12-17 hours.
History Concentration (300 level or above)
US History ............................................................................ 3
European History ................................................................ 3
History (Other than European or US) .............................. 3
AHST 300 ............................................................................ 4
Political Science Concentration
International Relations/Comparative Politics ................. 3
Political Theory (300 level or above) .............................. 3
American Government (300 level or above) ................... 3
APLS 301 ............................................................................. 4
Sociology Concentration
Part I (select two courses) .................................................. 6
ASCY 301 (Gender Roles)
ASCY 305 (Sociology of Family)
ASCY 355 (Minority Group Relations)
ASCY 504 (Social Stratification)
ASCY 507 (Social Control)
Part II:
ASCY 497 (Sociological Research Methods) ................... 4
(select two courses, with no
more than one from any group) .................................... 6-7
Group A:
ASCY 310 (Social Demography)
Group B:
ASCY 350 (Juvenile Delinquency)
ASCY 353 (Sociology of Crime)
ASCY 523 (Sociology of Deviance)
Group C:
ASCY 351 (Urban Sociology)
ASCY 360 (Sociology of Medicine and Health)
ASCY 460 (Sociology of Mental Health)
Bachelor of Arts in Special Education
The Special Education program provides preparation for teaching
children, youth, and young adults with disabilities ages birth through
21 in public and private education environments. Each teacher
education candidate is given a broad liberal arts and general education
foundation as well as specific information regarding the abilities and
needs of individuals with disabilities and their families. Extensive
practicum experiences across a variety of placements are provided.
1.
Psychology Concentration
APSY 445 (History and Systems) ..................................... 3
and select one from each group ......................................... 9
Group A
APSY 350 (Learning and Behavior)
APSY 360 (Cognitive Processes)
APSY 380 (Motivation)
Group B
APSY 320 (Abnormal)
APSY 330 (Personality)
APSY 340 (Social)
Group C
One 400 level course
4.
General Electives .............................................................. 0-7
Total hours 5 ..................................................................................... 133
1
For undergraduate writing proficiency, see Proficiency Portfolio in
Writing described on page 46.
2
Must have C or better
3
AMTH 221 and AMTH 222 cannot be used for General Education
math credit EXCEPT by students graduating with degrees in
Elementary, Early Childhood or Special Education.
4
Two (2) semesters of the same language.
5
At least 3 hours must be in non-Western world studies, unless
an approved non-Western world studies course has been completed
elsewhere in the student’s degree program.
6
For a list of courses that will meet the Humanities general
education requirement, see page 31.
General Education Requirements ................................ 50-52
A.
Skills and Competencies 1 ....................................... 21-23
English 1012 and 1022 ......................................................... 6
Applied Speech Communication (ACOM 201 or 241)2 . 3
AMTH 1082, AMTH 2212 or 222 2 ................................... 6 3
Languages4 ........................................................................ 6-8
B.
Methods and History of Disciplines 5 ......................... 2 9
Natural Sciences ................................................................... 8
Biology with lab and either Chemistry, Physics,
Geology, or Astronomy with lab
Social/Behavioral Sciences .................................................. 6
Sociology, Anthropology, Economics, Political
Science, or
Geography ................................................................... 3
APSY 101 .................................................................... 3
Humanities6 (at least two areas) ......................................... 9
Philosophy (not logic),
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
History of Civilization (AHST 101 or AHST 102) ........ 3
American Political Institutions ......................................... 3
(APLS 201, AHST 201, or AHST 202)
2.
Professional Education Requirements 2 ...................... 63-64
AEDC 310, 110L, or AEDS 311 ............................................ 1-2
AEDF 321 ..................................................................................... 3
AEDE 410 ..................................................................................... 3
AEDX 440 .................................................................................... 3
AEDX 400 .................................................................................... 3
1st Semester Junior Block:
AEDX 403, 403P, 420, 425, 425P .......................................... 1 1
2nd Semester Junior Block:
AEDX 402, 427, 430, 435, 435P ............................................ 1 3
1st Semester Senior Block:
AEDX 410, 415, 415P, 424, 424P .......................................... 1 1
2nd Semester Senior Block: AEDX 472, 476 ........................ 1 5
3.
Subject Area Requirement (APSY 310 or 410) .................. 3
4.
Concentration Area ................................................................ 1 2
Chemistry Concentration
Candidates must complete the following three (3) courses:
ACHM 111
ACHM 112
ACHM 321 and ACHM 321L
Communications Concentration 7
Candidates must complete one (1) course from Group A and
Group B, and two (2) from Group C
Group A
ACOM 201 (Interpersonal Communication or
ACOM 241 (Public Speaking)
143
Group B
ACOM
or
ACOM
Media)
ACOM
History Concentration
303** (Communications Law and Ethics)
352 (History and Philosophy of the Mass
or
300 (Media and Society)
Group C
ACOM 450** (Intercultural Communication)
ACOM 385* (Group Communication)
ACOM 455* (Gender, Communication, and
Culture)
ACOM 351** (Persuasive Communications)
ACOM 353 (Advanced Public Speaking)
ACOM 342** (Interviewing)
English Concentration
Candidate must take four (4) courses from any one (1) area in
English listed below:
American Literature
AEGL 425
AEGL 426
AEGL 427
AEGL 428
AEGL 430
AEGL 431
AEGL 435
AEGL 449
British Literature
AEGL 401
AEGL 405
144
AEGL
AEGL
AEGL
AEGL
AEGL
AEGL
AEGL
AEGL
407
411
412
416
417
419
423
424
Literature
AEGL
AEGL
AEGL
AEGL
AEGL
362
389
390
391
392
AEGL
AEGL
AEGL
AEGL
AEGL
AEGL
AEGL
AEGL
393
394
395
415
434
474
491
494
Writing
AEGL
AEGL
AEGL
AEGL
AEGL
AEGL
AEGL
AEGL
450
460
461
462
463
464
468
469
Candidate must complete four (4) courses from any one (1)
area:
American
AHST
AHST
AHST
AHST
AHST
AHST
AHST
AHST
AHST
AHST
AHST
AHST
AHST
AHST
330
331
332
334
335
338
340
341
351
430
435
451
452
464
European
AHST
AHST
AHST
AHST
AHST
AHST
AHST
AHST
AHST
312
313
319
320
321
325
326
329
429
Non-Western
AHST 361
AHST 362
AHST 366
AHST 423
AHST 492
Philosophy-Religion
Candidate must complete any four (4) of the following courses:
APHL 302
APHL 303
APHL 304
APHL 311
APHL 390
AREL 301
AREL 302
AREL 390
Political Science Concentration
Candidate must complete any four (4) upper level courses above
APLS 301.
Psychology Concentration
APSY 445* (History and Systems) and one from each of the
following groups:
Group A
APSY 350 (Learning Theory)
APSY 360 (Cognitive Processes)
APYS 380 (Motivation)
Group B
APSY 320 (Abnormal)
APSY 330 (Personality)
APSY 340 (Social)
survey of media and materials that facilitate the
teaching-learning process and classroom application
of computers.
Group C
Any one (1) 400 level course
Sociology Concentration
AEDC 455
ASCY 310 (4 hrs) Social Demography
ASCY 320 (Individual and Society)
And any two (2) of the following courses:
ASCY 301 Sociology of Gender Roles
ASCY 305 Sociology of the Family
ASCY 308 Community Organization
ASCY 351 Urban Sociology
ASCY 350 Sociology of Delinquent Youth
Behavior or ASCY 353 Sociology of Crime
ASCY 355 Minority Group Relations
ASCY 360 Sociology of Medicine and Health
ASCY 460 Sociology of Mental Health
ASCY 496 Sociological Theory
The Middle School Curriculum and
Organization. (3) (Prereq: admission to the
Professional Program in Education or permission of
Dean) Study of the middle school program, including
history, purposes, organization, curriculum,
evaluation and characteristics of middle school
children.
AEDC 599
Special Studies in Education. (1-3) Intensive
consideration of special topics.
Early Childhood Education (AEDE)
AEDE 210
Trends and Issues in Early Childhood
Education. (3) Trends and Issues in Early Childhood
Education will include an overview of the field of
early childhood education which spans the ages of
birth through eight. A variety of programs work with
children in this age range including child care, child
development, parent education, preschool and public
school. This course will survey the state and federal
programs which work with children of this age.
AEDE 410
Family Life in Early Childhood. (3) (Prereq:
admission to Professional Program in Education or
permission of Dean; Coreq: Junior Block) Principles,
practices, and content of family life and familyschool relations as related to young children’s
learning and development in various settings during
the early childhood years, birth through eight. This
course will provide a foundation for using family life
knowledge in relating to young children and families
in effective ways.
AEDE 435
Math and Science Experiences in Early
Childhood Education. (3) (Prereq: grades of C or
better in AMTH 221 and 222; admission to
Professional Program in Education or permission of
Dean; Coreq: Senior Block: AEDE 435P, AEDE 436,
AEDE 544) This methods course includes the basic
content of the inquiry areas of math and science as
they are to be presented to preschool and primary
children. Appropriate experiences, learning activities,
materials and equipment to aid the development of
math and science concepts in young children are
presented. Multicultural influences and needs of
exceptional children are addressed.
AEDE 435P
Practicum in Teaching Math and Science in
Early Childhood Education. (1) (Prereq: AEDC
310, admission to Professional Program in Education
or permission of Dean; coreq: AEDE 435) Supervised
clinical experience in an early childhood setting.
Observation and participation in classroom setting is
required with a focus on math and science learning
experiences, materials and equipment. Seminars and
group discussions included.
AEDE 436
Social Studies and Creative Arts in Early
Childhood Education. (3) (Prereq: admission to
Professional Program in Education or permission of
Dean; Coreq: Senior Block: AEDE 435, AEDE 436P,
AEDE 544) This methods course includes basic
content in the academic areas of social studies and
creative arts as they are presented to preprimary and
primary children. Developmentally appropriate
experiences, learning activities, materials and
equipment, as well as multicultural influences and
needs of exceptional children are addressed.
* Offered Fall Only
** Offered Spring Only
5.
General Electives ................................................................... 0-2
Minimum total hours .................................................................. 130
1
For undergraduate writing proficiency, see Proficiency Portfolio in
Writing described on page 46.
2
Must have C or better
3
If placed out of AMTH 108, then AMTH 122 is required. If
AMTH 108 it taken, then AMTH 221 is recommended as the
second math course.
4
Two (2) semesters of the same language. See degree program
requirements for Language study.
5
At least 3 credit hours must be in non-Western world studies.
Courses satisfying this requirement are listed in the USCA Bulletin.
6
For a list of courses that will meet the Humanities general
education requirement, see page 31.
7
If ACOM 201 or ACOM 241 is used as a Gen Ed Elective, then the
other course is required as part of the concentration.
Course Descriptions
At least sophomore standing is required for enrollment in teacher
education courses.
Curriculum and Instruction (AEDC)
AEDC 110
AEDC 110L
Introduction to Careers in Education. (3) A
survey of careers in education, utilizing field
experiences, field trips, seminars and reading
assignments to focus on personal and professional
development.
Introduction to Careers: Clinical Experience.
(1) (Coreq: AEDC 110) Supervised clinical
experience focusing on observation and analysis of
classroom settings. (Teacher Cadets only, may substitute
AEDC 110L for AEDC 310.)
AEDC 310
Observation & Analysis in the Clinical Setting.
(1) (Prereq: Second Semester Freshman Status) The
observation and analysis of methods and techniques
used in classroom management. Recommend
candidates take this course as second semester
freshman.
AEDC 399
Independent Study. (1-3) (Prereq: permission of
instructor)
AEDC 442
Resources for Teaching. (3) A laboratory course in
the study and construction of modern classroom
materials. Emphasis will be placed upon practical
145
AEDE 436P
AEDE 469
Practicum in Teaching Social Studies and
Creative Arts in Early Childhood Education. (1)
(Prereq: AEDC 310, admission to Professional
Program in Education or permission of Dean; coreq:
AEDE 436) Supervised clinical experience in an early
childhood setting. Observation and participation in
classroom setting is required with a focus on social
studies and creative arts learning experience,
materials and equipment. Seminars and group
discussions included.
Internship in Early Childhood Education. (12)
(Prereq: admission to Professional Program in
Education and Internship.) A program of observation
and teaching in the public schools under the
supervision of university and public school personnel.
AEDE 476
Senior Seminar. (3) (Coreq: AEDE 469) The
synthesis and critical evaluation of professional
studies in early childhood education.
AEDE 540
The Young Child Birth - Four. (3) (Prereq:
admission to Professional Program in Education or
permission of Dean.) A study of the physical,
emotional, intellectual, and social components of
development, prenatal through age four, and its
relationship to the education of the young child birth
- four. Diagnosis and assessment of development are
addressed. Programs serving young children and their
families will be discussed. The administration of
these programs as well as advocacy efforts are
included.
AEDE 542
AEDE 544
AEDE 544P
146
The Young Child Four to Eight. (3) (Prereq:
admission to Professional Program in Education or
permission of Dean.) This curriculum course is
designed for prospective teachers in the nursery,
kindergarten and primary schools. The course
explores various issues involved in the development
and education of children from the ages of four to
eight. Attention is given to learning activities,
materials and equipment suitable for teaching at this
level. Emphasis is given to appropriate methods for
assessment of children aged four through eight and to
the relationship of various subject areas to the
physical, social, emotional, and cognitive
development of the child. Philosophy, history of
early childhood education, classroom management,
societal influences, parental involvement and
community resources are included.
Language Development and Communicative
Skills. (3) (Prereq: admission to Professional
Program in Education or permission of Dean; Coreq:
Senior Block: AEDE 435, AEDE 436, AEDE 544P)
The course deals with the relationship of language
development and thinking to teaching
communicative skills to young children. Specific
areas covered are activities to develop oral language
facility, writing (handwriting, spelling, functional and
creative writing) and listening. Also, specific
techniques dealing with diagnosis of language
development will be handled.
Practicum in Teaching Language,
Communication and Critical Thinking in Early
Childhood Education. (1) (Prereq: AEDC 310,
admission to Professional Program in Education or
permission of Dean; coreq: AEDE 544) Supervised
clinical experience in an early childhood setting.
Observation and participation in classroom setting is
required with a focus on language, communication,
and critical thinking skills learning experiences,
materials and equipment. Seminars and group
discussions included.
Educational Psychology (AEDP)
AEDP 330
Lifespan Growth and Development. (3) An
overview of general principles of life-long human
growth and development, with special emphasis on
the relationship of teaching and learning theories to
physical, social, intellectual, and emotional
development.
AEDP 333
Introduction to Child Growth and
Development. (3) Basic course designed to
familiarize the prospective teacher with the patterns
of social, emotional, physical, and intellectual growth
of the individual. Development of these growth
patterns from the prenatal stage to the onset of
adolescence.
AEDP 334
Introduction to Adolescent Growth and
Development. (3) Basic course designed to
familiarize the prospective junior and senior high
school teacher with the pattern of social, emotional,
physical, and intellectual growth of the individual
during his/her adolescent years.
AEDP 335
Introduction to Educational Psychology. (3)
Applications of those psychological principles,
theories and data upon which effective classroom
practices are based, including general methods and
techniques. A variety of teaching models for
classroom management will be considered with the
focus on the teacher as a decision maker in planning,
evaluations, and control. Emphasis on motivation,
learning problems, individual differences,
measurement.
Elementary Education (AEDL)
AEDL 430
Creative Arts in the Elementary School. (3)
Methods, techniques and materials for using art,
music, and drama in the elementary classroom as a
means of increasing effectiveness of instruction.
AEDL 431
Teaching Mathematics in the Elementary
School. (3) (Prereq: AMTH 221 and 222 with C or
better or consent of instructor and Admission to
Professional Program in Education or special
permission of Dean; Coreq: AEDL 431P; Senior
Block) Materials and programs for teaching
mathematics in the elementary school.
AEDL 431P
Practicum in Teaching Mathematics in the
Elementary School. (1) (Prereq: Admission to
Professional Program in Education or special
permission of Dean; Coreq: AEDL 431; Senior
Block) Supervised clinical experience in an
elementary education classroom. Observations and
participation are required with a focus on
mathematical learning experiences, materials and
equipment. Seminars and group discussions included.
AEDL 432
Teaching Science in the Elementary School. (3)
(Prereq: Admission to Professional Program in
Education or special permission of Dean, completion
of at least 4 credit hours of natural or physical
science; Coreq: AEDL 432P, Junior Block) Materials
and programs for teaching science in the elementary
school.
AEDX 401
Introduction to High Incidence Disabilities. (3)
(Prereq: AEDX 400 and Admission to the
Professional Programin Education; Coreq: AEDX
401P) This course is a survey of people with learning
disabilities, behavioral and emotional disabilities, and
mental retardation. Emphasis will be placed on
characteristics, definition, and etiology of the
aforementioned disabilities.
AEDX 401P
Practicum in High Incidence Disabilities. (1)
(Prereq: AEDX 400 and Admission to the
Professional Program in Education; Coreq: AEDX
401) This course will provide observation,
participation, and/or teaching experiences with
people with learning disabilities, behavioral and
emotional disabilities, or mental retardation.
AEDX 402
Autism, Traumatic Brain Injury, and Severe
Disabilities. (3) (Prereq: AEDX 400 and Admission
to the Professional Program in Education) This
course investigates issues including parent and teacher
education, research pertaining to classroom
instruction, group and individual instruction, and
advances in treatment of individuals who have
autism, traumatic brain injury, or severe disabilities.
Teaching Social Studies in the Elementary
School. (3) (Prereq: Completion of 3 hours of
history, Admission to Professional Program in
Education or special permission of Dean; Coreq:
AEDL 443P and Senior Block) Materials and
programs for teaching social studies in the
elementary school.
AEDX 403
Assessment of People with Exceptionalities. (3)
(Prereq: Admission to the Professional Program in
Education) This course is an exploration of
assessment practices from initial screening by
classroom teachers to interpretation of professional
evaluations. Candidates will practice administering,
scoring, and interpreting assessment instruments.
AEDL 443P
Practicum in Teaching Social Studies in the
Elementary School. (1) (Prereq: Admission to
Professional Program in Education or special
permission of Dean; Coreq: AEDL 443 and Senior
Block) Supervised clinical experience in an
elementary education classroom. Observations and
participation are required with a focus on the
teaching of social studies and the materials used to
enhance student learning. Seminars and group
discussions included.
AEDX 403P
Practicum in Assessment of People with
Exceptionalities. (1) (Prereq: AEDX 400 and
Admission to the Professional Program or
permission from the dean; Coreq: AEDX 403) This
course will provide practical observation and practice
regarding assessing students with exceptionalities in
an educational setting. Candidates will be required to
administer, score, and interpret assessments for
students with exceptionalities.
AEDX 404
AEDL 445
Classroom Assessment. (3) (Prereq: AEDP 330,
AEDP 335, Admission to Professional Program in
Education or special permission of Dean; Coreq:
Senior Block) Study of formal and informal
assessment instruments and strategies and their
application in measuring and monitoring learning.
AEDL 470
Internship in the Elementary School. (12)
(Prereq: Admission to the Professional Program in
Education and to the Teaching Internship; Coreq:
AEDL 476). A program of observation and teaching
in the public schools under the supervision of
university and public school personnel.
Collaboration and Inclusion. (3) (Prereq: AEDX
400 and Admission to the Professional Program or
permission from the dean) Inclusion will be analyzed
from its origins in the Regular Education Initiative
through model inclusionary programs. Topics such as
collaboration, co-teaching, supervising
paraprofessionals, legal issues, placements,
educational approaches, and family involvement will
be discussed.
AEDX 405
IEP Development and Transitioning. (3) (Prereq:
AEDX 400 and Admission to the Professional
Program in Education or permission from the dean)
This course will provide candidates with the
necessary federal and state references, a guide for
developing an Individualized Education Program
(IEP), and a process for writing annual goals and
short-term objectives that meet federal and state
requirements. The course will also include strategies
helpful in the transition process as students move
from school to work environments.
AEDX 410
Introduction to People with Intellectual
Disabilities. (3) (Prereq: AEDX 400 and Admission
to the Professional Program in Education or
permission from the dean) A survey of people with
intellectual disabilities, including historical treatment,
etiology, characteristics, methods of diagnosis and
teaching individuals with intellectual disabilities in the
least restrictive environment.
AEDL 432P
Practicum in Teaching Science in the
Elementary School. (1) (Prereq: Admission to
Professional Program in Education or special
permission of Dean; Coreq: AEDL 432, Junior Block)
Supervised clinical experience in an elementary
education classroom. Observations and participation
in a classroom setting are required with a focus on
science learning experiences, materials and
equipment. Seminars and group discussion included.
AEDL 434
Teaching Language Arts in the Elementary
School. (3) (Prereq: AEDR 418 and Admission to
Professional Program in Education or special
permission of Dean; Coreq: Junior Block) Materials
and programs for teaching language arts in the
elementary school with emphasis on communication
skills.
AEDL 441
Classroom Management. (3) (Prereq: Admission
to Professional Program in Education or special
permission of Dean; Coreq: Junior Block) Study of
classroom management strategies including grouping,
grading, behavior management, and organization of
the students, space, time and materials for effective
learning to take place.
AEDL 443
AEDL 476
Senior Seminar. (3) (Coreq: AEDL 470) The
synthesis and critical evaluation of professional
studies in elementary education.
Exceptional Learner (AEDX)
AEDX 400
Introduction to People with Exceptionalities.
(3) A survey of the development of special education,
the current legal guidelines with emphasis on public
school mandates, and the various clusters of
exceptionalities: definitions, classifications,
identification, prevalences, causes, characteristics,
and educational needs, including inclusion in general
education classrooms.
147
AEDX 412
Practicum in the Instruction of People with
Mental Retardation. (1) (Prereq: Permission of
instructor and AEDX 411) Field experiences in the
application of methods and materials for people with
mental retardation. Meets special education in
mental retardation certification requirements.
AEDX 413
Practicum in the Instruction of People with
Mental Retardation. (1) (Prereq: Permission of
instructor and AEDX 412) Field experiences in the
application of methods and materials for people with
mental retardation. Meets special education in
mental retardation certification requirements.
AEDX 414
Methods and Materials in High Incidence
Disabilities. (3) (Prereq: AEDX 400 and Admission
to the Professional Program in Education or
permission from the dean) This course will provide
an exploration of methods and materials used for
teaching people with learning disabilities, emotional
and/or behavioral disorders or intellectual disabilities.
AEDX 415
Methods and Materials for Teaching People
with Intellectual Disabilities. (3) (Prereq: AEDX
400 and Admission to the Professional Program in
Education or permission from the dean; Coreq:
AEDX 415P) Methods and materials related to the
development and establishment of satisfactory
adaptive behaviors and academic skills for people
with intellectual disabilities, including the
development of Individualized Education Programs.
Meets multicategorical special education certification
and mental disabilities certification requirements.
curricula will be presented in this course. Candidates
will also learn how to make classroom
accommodations for students with exceptionalities.
AEDX 417P
Practicum in Adapting Language Arts and
Social Studies Curricula. (1) (Prereq: AEDX 400
and Admission to the Professional Program in
Education or permission from the dean; Coreq:
AEDX 417) This course will provide practical
observation, participation, and teaching experiences
in the areas of language arts and social studies with
students with exceptionalities.
AEDX 420
Introduction to Learning Disabilities. (3)
(Prereq: AEDX 400 or consent of instructor) A
survey of people with learning disabilities, including
historical treatment, etiology, characteristics,
methods of diagnosis, and teaching individuals with
learning disabilities in the least restrictive
environment.
AEDX 422
Practicum in the Instruction of Learning
Disabilities. (1) (Prereq: Permission of instructor
and AEDX 400, 420, & 421) Field experiences in
the application of methods and materials for learning
disabilities which address certification requirements.
AEDX 423
Practicum in the Instruction of Learning
Disabilities. (1) (Prereq: Permission of instructor
and AEDX 400, 420, 421, & 422) Field experiences
in the application of methods and materials for
learning disabilities which address certification
requirements.
AEDX 415P
Practicum in the Instruction of People with
Intellectual Disabilities. (1-3) (Prereq: AEDX
400 and Admission to the Professional Program in
Education or permission from the dean; Coreq:
AEDX 415) Field experiences in the application of
methods and materials for people with intellectual
disabilities. Meets special education in mental
disabilities certification requirements.
AEDX 424
Behavior Intervention and Management. (3)
(Prereq: Admission to the Professional Program in
Education; Coreq: AEDX 424P) This course will
provide methods for planning, implementing, and
evaluating appropriate and effective behavior
management programs. Candidates will also learn
methods for assisting students with exceptionalities
in the changing of their behaviors.
AEDX 416
Adapting Mathematics and Science Curricula.
(3) (Prereq: Grades of C or better in the two required
math courses, AEDX 400 and Admission to the
Professional Program in Education or permission
from the dean; Coreq: AEDX 416P) This course
includes the basic content of the inquiry areas of
mathematics and science as they are taught to
students with exceptionalities. Appropriate methods
to teach mathematics and science concepts will be
presented in this course. Candidates will also learn
how to make classroom accommodations for students
with exceptionalities.
AEDX 424P
Practicum in Behavior Intervention and
Management. (1) (Prereq: Admission to the
Professional Program in Education; Coreq: AEDX
424) This course will provide practical observation,
participation, and teaching experiences with students
with exceptionalities. Candidates will be required to
plan, implement, and evaluate a behavior
intervention program for students with
exceptionalities.
AEDX 425
Methods and Materials for Teaching People
with Learning Disabilities. (3) (Prereq: AEDX
400 and Admission to the Professional Program in
Education or permission from the dean; Coreq:
AEDX 425P) Methods and materials related to the
development and establishment of satisfactory
adaptive behaviors and academic skills for people
with learning disabilities, including the development
of Individualized Education Programs. Meets
multicategorical special education certification and
learning disabilities certification requirements.
AEDX 425P
Practicum in Teaching People with Learning
Disabilities. (1-3) (Prereq: AEDX 400 and
Admission to the Professional Program in Education
or permission from the dean; Coreq: AEDX 425)
Field experiences in the application of methods and
materials for learning disabilities which address
certification requirements.
AEDX 416P
AEDX 417
148
Practicum in Adapting Mathematics and
Science Curricula. (1) (Prereq: Grades of C or
better in the two required math courses, AEDX 400
and Admission to the Professional Program in
Education or permission from the dean; Coreq:
AEDX 416) This course will provide practical
observation, participation, and teaching experiences
in the areas of mathematics and science with students
with exceptionalities.
Adapting Language Arts and Social Studies
Curricula. (3) (Prereq: AEDX 400 and Admission
to the Professional Program in Education or
permission from the dean; Coreq: AEDX 417P) This
course includes the basic content of the academic
areas of language arts and social studies as they are
taught to students with exceptionalities. Appropriate
methods to teach language arts and social studies
AEDX 427
AEDX 430
AEDX 435
AEDX 435P
AEDX 440
AEDX 472
AEDX 476
AEDX 499
Teaching Reading in General Education and
Special Education. (3) (Prereq: AEDX 400 and
Admission to the Professional Program in Education
or permission from the dean) Study of methods of
reading instruction used by P-12 learners with and
without disabilities.
Characteristics of Emotional Disabilities. (3)
(Prereq: AEDX 400 and Admission to any
Professional Program in Education or permission
from the Dean) A survey of people with emotional
disabilities, including historical treatment, etiology,
characteristics, methods of diagnosis, and teaching
individuals with emotional disabilities in the least
restrictive environment.
Methods/Procedures in Emotional Disabilities.
(3) (Prereq: AEDX 400, AEDX 430 and Admission to
the Special Education Professional Program. Coreq:
AEDX 435P) Methods and procedures related to the
development and establishment of satisfactory
adaptive behaviors and academic skills for people
with emotional disabilities, including the
development of Individualized Education Programs.
Meets multicategorical special education certification
and emotional disabilities certification requirements.
Practicum in the Instruction for Students with
Emotional Disabilities. (1) (Prereq: AEDX 400,
AEDX 430 and Admission to the Special Education
Professional Program. Coreq: AEDX 435) Field
experiences in the application of methods and
materials for people with emotional disabilities,
including the development of Individualized
Education Programs. Meets multicategorical special
education certification and emotional disabilities
certification requirements. This course requires 75
hours of clinical field experience.
Assistive Technology for Diverse Learners. (3)
This is an introductory course intended to expose
students to a variety of technologies used by and with
persons with exceptionalities. Students will gain
hands-on skills in designing technology-based
instructional materials for students with a wide range
of exceptionalities. A focus on Universal Design for
Learning is at the core of this course, with a goal of
providing students with the ability to adapt
technology, instruction, and assessment to meet a
range of student needs. Exposure to adaptive and
assistive technologies, as well as state-of-the-art
software and hardware, will take place during the
course.
Internship in Special Education. (12) (Prereq:
Admission to the Professional Program in Special
Education and Admission to Internship in Special
Education; Coreq: AEDX 476) A program
observation and teaching in the public schools under
the supervision of certified special education teachers
and university personnel.
Senior Seminar. (3) (Prereq: Admission to the
Professional Program in Special Education and
Admission to Internship in Special Education; Coreq:
AEDX 472) The course is the synthesis and critical
evaluation of professional studies in special
education.
Special Topics in Special Education. (3) Intensive
consideration of special topics.
Foundations of Education (AEDF)
AEDF 321
Dynamics of American Public Education. (3)
Extensive treatment of social, political, economic
and philosophical influences that have shaped public
education. Study of the financial, organizational and
legal aspects of education. Library assignments
provide a working knowledge of professional standard
references and journals.
Health, Physical Education and Recreation (AHPR)
AHPR 231
Personal and Community Health. (3) A course
incorporating the principles of personal hygiene,
including the physiological systems of the body with
emphasis on first aid, safety, sanitation, and
communicable and non-communicable diseases.
AHPR 312
Foundations of Coaching. (3) The philosophical
bases, leadership theory, administrative practice and
organizational problems of competitive athletics.
AHPR 331
Health Education for the Elementary School.
(3) Methods and materials for elementary schools.
Integration and correlation of materials with school
subjects. Sample content of material developed for
primary, intermediate and upper grades.
AHPR 409
Independent Study in Health, Physical
Education or Recreation. (3) Independent research
in one of the three indicated areas under the direction
of appropriate faculty.
AHPR 455
Teaching Strategies in Elementary School
Physical Education. (3) Current methods and
techniques of teaching physical education in grades
K-6. Study includes movement education, rhythmic
activities, games, gymnastics and sports skill
development.
AHPR 456
Theories and Techniques of Perceptual Motor
Development Activities. (3) A study of the theories
and the application of perceptual motor skills
designed for children ages 4-9.
AHPR 599
Selected Topics. (3) An in-depth study of current
topics drawn from the literature or from practice.
(Offered by student demand)
Reading and Literature (AEDR)
AEDR 418
Children’s Literature. (3) Reading interests of
children and their curricular and developmental needs
for literature are explored. The course presents basic
information in the field of children’s literature
including authors, illustrators and appropriate
reference materials.
AEDR 420
Teaching of Reading in the Elementary School.
(3) (Prereq: AEDR 418 and Admission to
Professional Program in Education or special
permission of Dean; Coreq: AEDR 420P, Junior
Block) This course will focus on the study of the
various approaches to reading instruction and the
place of reading in the curriculum.
AEDR 420P
Practicum in Reading. (1) (Prereq: AEDR 418,
Admission to Professional Program in Education or
special permission of Dean; Coreq: AEDR 420, Junior
Block) This course provides supervised classroom and
clinical experiences in teaching developmental
reading. Seminars and group discussions are included.
149
AEDR 421
Assessing and Correcting Reading Difficulties.
(3) (Prereq: AEDR 420 and Admission to
Professional Program in Education or special
permission of Dean; Coreq: Senior Block) Clinical
and classroom aspects of teaching students with
reading difficulties are explored with emphasis on
assessment, instructional materials and teaching
techniques. May be taken the summer prior to the
internship.
and methods of teaching English language arts in
grades 5-12. Candidates are required to work with a
master teacher in either the middle or high school for
selected activities in a co-requisite practicum. Also
open to degreed students seeking teacher
certification.
AEDS 447P
Practicum in Teaching English/Language Arts
in the Middle and High School. (1) (Prereq:
Admission to the Professional Program in Education
or permission of Dean; Coreq: AEDS 447) Supervised
clinical experience in a middle or high school English
or Language Arts classroom. Observation and
participation is required with a focus on English/
Language Arts learning experiences, materials and
equipment. Seminars and group discussions included.
Candidates will complete a minimum of 40 hours in
the middle or high school classroom.
AEDS 449
Methods of Teaching Social Studies in the
Middle and High School. (3) (Prereq: Admission
to the Professional Program in Education or
permission of Dean; Coreq: AEDS 449P) Materials
and methods of teaching history and social studies in
grades 5-12. Candidates are required to work with a
master teacher in either the middle or high school for
selected activities in a co-requisite practicum. Also
open to degreed students seeking certification.
AEDS 449P
Practicum in Teaching Social Studies in the
Middle and High School. (1) (Prereq: Admission
to the Professional Program in Education or
permission of Dean; Coreq: AEDS 449) Supervised
clinical experience in a middle or high school social
studies classroom. Observation and participation is
required with a focus on social studies learning
experiences, materials and equipment. Seminars and
group discussions included. Candidates will complete
a minimum of 40 hours in the middle or high school
classroom.
AEDS 450
Classroom Management and Assessment in the
Middle and High School. (3) (Prereq: Admission
to the Professional Program in Education or
permission of Dean; Coreq: AEDS 446P) Study of
classroom management strategies for middle and high
school classrooms including grouping, grading,
behavior management, and organization of the
students, space, time and materials for effective
learning to take place. Additional study of formal
and informal assessment instruments and strategies
and their application in measuring and monitoring
student learning will occur.
Methods of Teaching Mathematics in the
Middle and High School. (3) (Prereq: Admission
to the Professional Program in Education or
permission of Dean; Coreq: AEDS 450P) Materials
and methods of teaching mathematics in grades 5-12.
Candidates are required to work with a master teacher
in either the middle or high school for selected
activities in a co-requisite practicum. Also open to
degreed students seeking certification.
AEDS 450P
Practicum in Classroom Management and
Assessment in the Middle and High School (1)
(Prereq: Admission to the Professional Program in
Education or permission of Dean; Coreq: AEDS 446)
Candidates will participate in supervised observation
and application of classroom management and
assessment techniques in clinical settings in both the
middle or high school classrooms. Candidates will
complete a minimum of 20 hours in the middle or
high school classroom.
Practicum in Teaching Mathematics in the
Middle and High School. (1) (Prereq: Admission
to the Professional Program in Education or
permission of Dean; Coreq: AEDS 450) Supervised
clinical experience in a middle or high school
mathematics classroom. Observation and
participation is required with a focus on
mathematical learning experiences, materials and
equipment. Seminars and group discussions included.
Candidates will complete a minimum of 40 hours in
the middle or high school classroom.
AEDS 453
Methods of Teaching Science in the Middle and
High School. (3) (Prereq: Admission to the
Professional Program in Education or permission of
Dean; Coreq: AEDS 453P) Materials and methods of
teaching science in grades 5-12. Candidates are
required to work with a master teacher in either the
middle or high school for selected activities in a corequisite practicum. Also open to degreed students
seeking certification.
AEDR 485
Adolescent Literature. (3) A study of materials
intended for young adults (13-19) with emphasis on
the process of evaluating these materials to meet the
educational, cultural and recreational needs of young
adults. The characterization of adolescents in
literature and the historical development of the
writing of literary works for adolescents are
examined.
AEDR 518
Content Area Reading and Writing. (3) (Prereq:
admission to Professional Program in Education or
special permission of education advisor) The place of
reading instruction in high schools, the programming
of special services in reading instruction, methods of
teaching basic and developmental reading skills, and
case studies of programs are examined.
Demonstrations of tests and devices are included.
Candidates will complete a minimum of 20 hours in
the middle or high school classroom.
Secondary Education (AEDS)
AEDS 311
AEDS 446
AEDS 446P
AEDS 447
150
Introduction to Adolescent Education. (2)
(Prereq: Second Semester Freshman Status) A
historical overview of the emergence of the public
middle and high schools. Candidates will study the
psychological, intellectual, and emotional
characteristics of the adolescent student. Candidates
will be introduced to standards, lesson planning, and
ADEPT evaluation as it relates to middle/high school
settings. Connected supervised clinical experiences
(minimum of 20 hours) will focus on observation and
analysis of classroom settings. Recommend
candidates take course as second semester freshman.
Methods of Teaching English/Language Arts in
the Middle and High School. (3) (Prereq:
Admission to the Professional Program in Education
or permission of Dean; Coreq: AEDS 447P) Materials
AEDS 453P
Practicum in Teaching Science in the Middle
and High School. (1) (Prereq: Admission to the
Professional Program in Education or permission of
Dean; Coreq: AEDS 453) Supervised clinical
experience in a middle or high school science
classroom. Observation and participation is required
with a focus on science learning experiences,
materials and equipment. Seminars and group
discussions included. Candidates will complete a
minimum of 40 hours in the middle or high school
classroom.
AEDS 471
Internship in the Middle or High School. (12)
(Prereq: Admission to both the Professional Program
in Education and Internship; Coreq: AEDS 476) A
program of observation and teaching in the public
schools under the supervision of university and public
school personnel.
AEDS 476
Senior Seminar. (3) (Coreq: AEDS 471) The
synthesis and critical evaluation of professional
studies in the Middle and High School.
151
School of Nursing
L. Julia Ball, Ph.D., Dean of the School of Nursing
Maggie T. Dorsey, Ed.D., Learning Resource Center Coordinator
Mission Statement
T
he School of Nursing endeavors to prepare students with
the knowledge and skills necessary for success in a rapidly
changing society. The School of Nursing contributes to the
profession of nursing and to the development of students through:
1) the provision of quality nursing-education that prepares graduates
with the nursing knowledge and competencies necessary to assume
responsible positions in the delivery of health care and 2) the
discovery and creation of knowledge in the discipline of nursing.
Curricula
The School of Nursing offers a four-year program leading to the
Bachelor of Science in Nursing (BSN) degree. In addition, the School
of Nursing offers a Bachelor of Science in Nursing Completion track.
This program is approved and fully accredited by the National
League for Nursing Accrediting Commission (61 Broadway - 33rd
Floor, New York, New York, 10006; Telephone number: 800-6691656, ext. 153; Fax number: 212-812-0390; e-mail address:
www.nlnac.org).
The nursing curriculum provides a required sequence of courses in
nursing as well as required courses in the behavioral, biological, and
physical sciences and communications. Learning experiences occur
in a variety of settings, including the classroom, science laboratories,
nursing skills laboratory, and area health care facilities.
Courses in the BSN completion track build upon the student’s basic
nursing program in preparation for practice in a variety of clinical
settings.
Instructors
Betty Abraham-Settles, RN, (Nursing Administration), M.S.N.,
University of Phoenix, 2006
Maureen Bravo, RN, CPNP, (Maternal-Child Nursing), M.S.N.,
Medical College of Georgia, 1997
Priscilla Davis, APRN, FNP, BC (Nursing), M.S.N., University of
South Carolina, 2005
Joyce Pompey, RN, (Adult Nursing), M.S.N., Medical College of
Georgia, 1990
Lisa Simmons, RN, (Child Health Nursing), M.S.N., University of
Alabama, 1988
Michele Steinhauser, RN, (Adult Nursing), M.S., University of
Maryland, 1996
Jeanne F. Townes, RN, (Community Health) M.S.N., University of
South Carolina, 2000
Iris Walliser, RN, (Adult Nursing), M.S.N., University of Alabama
Birmingham, 1973
Distinguished Professor Emerita
Trudy G. Groves, RN, GNPC, (Gerontological Nursing), Ed.D.,
University of Georgia, 1985
Professors Emeriti
Sandra J. Chubon, RN, (Community Health), Ph.D., University of
South Carolina, 1986
Janice Cullen, RN, (Adult Nursing), Ed.D. University of South
Carolina, 1994
Betty B. Gardner, RN, FNPC, (Maternal-Child), M.N., University of
South Carolina, 1979
Elizabeth A. Hutchins, RN, (Gerontology), Ph.D., University of
Washington, 1978
Parivash S. Mura, RN, (Maternal-Child), M.S.N., Medical College of
Georgia, 1973
Mary Ann S. Rogers, RN, (Psychiatric Nursing), Ed.D., University of
South Carolina, 1988
Professors
Patricia R. Cook, RN, (Adult Nursing), Ph.D., University of South
Carolina, 1995, School of Nursing Chair in Neuroscience or
Surgical Nursing
Lou Gramling, RN (Psychiatric Nursing), Ph.D., Medical College of
Georgia, 1991,
Linda Johnston, RN, (Adult Nursing), Ph.D., Medical College of
Georgia, 1993
Associate Professors
L. Julia Ball, RN, (Gerontological Nursing), Ph.D., University of
South Carolina/Medical University of South Carolina, 1997
Maggie T. Dorsey, RN, (Adult Nursing), Ed.D., Georgia Southern
University, 2005, Ione Wells Hanly/Bank of America Chair in
Nursing
Assistant Professors
Phyllis R. Farr-Weinstein, RN, ANP, (Adult Nursing), M.S.N.,
Medical College of Georgia, 1984
Jo Ellen McDonough, RN, (Community and Psychiatric Nursing),
Ph.D., University of South Carolina, 2003
Thayer McGahee, RN, (Health Care Across the Life Span), Ph.D.,
Medical College of Georgia, 1998
BSN PR O G R A M
The School of Nursing offers the Bachelor of Science in Nursing.
This program is approved by the South Carolina State Board of
Nursing and is fully accredited by the National League for Nursing
Accrediting Commission (61 Broadway - 33rd Floor, New York, New
York, 10006; Telephone number: 800-669-1656, ext. 153; Fax
number: 212-812-0390; e-mail address: www.nlnac.org). The
graduate of this program is prepared to practice professional nursing
in a variety of settings and has the necessary background for graduate
nursing education. For registered nurses desiring to complete the
baccalaureate degree, the School of Nursing offers an upper-level
curriculum designed to meet the learning needs of graduates of
Associate Degree or Diploma Programs in Nursing.
A graduate of the BSN Program at USCA:
1. Provides professional nursing care based on knowledge
derived from theory and research.
2. Utilizes critical thinking in the provision of nursing care.
152
3. Communicates effectively.
4. Accepts responsibility and accountability for functioning
within the legal and ethical scope of nursing practice.
5. Demonstrates commitment to the values of caring and
diversity.
6. Coordinates the health care of clients across the lifespan in
collaboration with other members of the health care team.
7. Applies strategies for health promotion, risk reduction, and
disease prevention across the lifespan.
8. Explains the need for lifelong learning.
9. Explains the importance of participation in activities to
improve the nursing profession.
Philosophy
The Baccalaureate Degree in Nursing Program views nursing as an art
and science with a diverse theoretical base that is a vital component
of health care. The scientific base of nursing expands as theories are
advanced, developed from practice, tested in practice-based research,
and further refined for practice in a variety of settings. Because the
knowledge base for nursing is continually advancing and health care
is evolving, nurses must be prepared for change. The body of
knowledge called nursing is unique; however, it is based in part on
knowledge gleaned from the humanities, social, behavioral, and
physical sciences.
Nursing practice includes the delivery of care to individuals, families,
groups, and communities in a variety of settings and the promotion
of health and wellness. Nursing care is holistically based and
sensitive to the diversity of the clients served and their values.
As members of a profession, nurses function as participants in the
health care team in an evolving health care system. Nurses have a
responsibility to be knowledgeable and active in political and
regulatory processes that impact the definition and implementation
of nursing care. Commitment to life-long learning is necessary to
maintain competence within the nursing profession.
web site for a list of courses)
• two references
Admission to the baccalaureate degree in nursing major does not
guarantee admission to nursing courses. Admission to clinical courses
is a competitive process and meeting of minimum admission criteria
does not guarantee admission to the nursing courses. Students who
are not accepted in the nursing courses must submit a new application for the next admit date and must compete with the new
admission group.
Transfer students, change of major students, students with undergraduate degrees, and students returning to the University after an
absence of at least 12 months who do not have a core GPA of 2.75
may be considered for admission to the clinical nursing courses after
meeting the following criteria:
• Successful completion of 15 hours with a 3.0 GPA in USCA
courses; or
• Successful completion of 30 hours with a 2.75 GPA in USCA
courses.
To meet these requirements, it is strongly recommended that
students enroll in course work that is degree applicable.
A suggested course of study is available through the student’s advisor.
Any student who has not achieved a 2.75 GPA in the core curriculum
with 60 attempted semester hours at USCA will not be allowed to
remain in the nursing program and will be required to change majors.
Courses designated as professional nursing courses are limited to
candidates who have been formally accepted into the USCA nursing
program.
* If a student has lower than a C in two required science courses,
admission to the School of Nursing will be denied. An appeal process
to the School of Nursing Admission, Progression, and Graduation
(APG) Committee is in place.
Advanced Placement
1.
BSN Generic Track
Admission Requirements
General Admission
Admission to the University of South Carolina Aiken is determined
by standard admission requirements. Incoming first year students
wishing to pursue a nursing degree must have a predicted GPA of 2.75
or above and pass the Nurse Entrance Test (NET) at the level set by
the USCA School of Nursing for placement in the 8 semester
curriculum plan and assignment to a nursing advisor. The cost of the
NET must be incurred by the student.
Admission to Clinical Nursing Courses
Students in the baccalaureate degree in nursing major may apply for
admission no later than October 15th to begin the clinical nursing
course sequence in the spring semester or March 15th to begin the
clinical nursing course sequence in the fall semester. Enrollment is
limited. The following criteria are used for admission to the clinical
nursing course sequence through a competitive selection process:
• GPA of 2.75 or higher in core non-nursing courses required
for the BSN degree
• no more than 1 science course with a grade below C*
• completion of 30 designated prerequisite credits in required
general education courses prior to the term in which the
application is submitted with a grade of ‘C’ or better in all
required courses (contact the School of Nursing office or the
2.
General education courses identified by the University can be
used for advanced placement through CLEP examination.
University departmental exams may be used for advanced
placement if offered by the appropriate department and if the
student meets the expected testing level identified by the
department.
The BSN program offers theoretical and practical challenge
exams for entering LPN/LVNs (ANRS 201). If the student
meets the expected testing level, advanced placement will be
granted. A student desiring to challenge ANRS 201 must
complete all components of the challenge examinations by the
last day of class for the semester prior to entry.
Progression and Retention
Students enrolled in the BSN major must abide by the following:
1. A grade of “C+” or better is required in all nursing courses.
2. Any time that nursing students incur a second “C” or lower in
the same nursing course in the major requirement, they will be
dismissed from the School of Nursing. Any time that nursing
students incur two “Cs” or lower in different nursing courses of
the major requirement, they will be dismissed from the School
of Nursing.
3. Grade forgiveness may be requested for one nursing course only.
(This does not negate stipulations in #2. Grade forgiveness will
affect GPA only).
4. Any nursing course in which the student does not reach the
standard required to pass in the major requirements must be
retaken at the USCA School of Nursing.
5. A grade of ‘C’ or better in any non-nursing prerequisites to
other courses is required before progression to the next course.
153
6.
7.
8.
9.
A system cumulative GPA of 2.0 must be maintained for
continued enrollment in the baccalaureate program.
ANRS 421 is required during the last semester of degree work.
Students must complete all nursing courses in three and a half
calendar years after acceptance into the clinical courses.
A nursing major in good standing may have a one-semester
absence from clinical/lab courses for any reason. In the interest
of patient safety, following an absence of more than one
semester for any reason from clinical/lab courses, a student
must pass the following validation of competencies prior to the
beginning of the re-entry semester: 1) standardized challenge
examination(s); 2) the level medication test where applicable;
3) dosage calculation test; and 4) a clinical skills competency
check-off. Failure to pass all four tests first time before the
beginning of the re-entry semester will result in the student’s
being required to repeat their last semester’s clinical courses.
Student records will be monitored for suspensions at the end of each
semester by nursing faculty. Students will be notified of suspension
from the BSN program.
CPR Completion
All students enrolled in nursing courses are required to maintain
current certification in cardiopulmonary resuscitation (adult, child
and infant CPR, conscious obstructed airway, and unconscious
obstructed airway).
Drug Policy
The School of Nursing maintains a drug free environment. Details
on the drug policy can be found in the School of Nursing BSN
Student Handbook.
South Carolina Student Nurses Association
Faculty of the Baccalaureate Degree Program strongly encourage
each student to join the South Carolina Student Nurses Association
(SCSNA). The SCSNA is the professional student organization and
provides participation in health-related activities on campus and in
the community.
Testing
Throughout the curriculum, standardized achievement tests are used
to assess students’ progress in specific nursing content. Based on the
results of these tests, students will be required to remediate course
content. The remediation work must be satisfactorily completed by
the last day the class meets. Incomplete remediation will result in
course failure and a grade no higher than a “D”. A testing fee will be
charged to students each semester to cover the cost of these tests.
Transfer Credit
Transfer students must have a cumulative GPA of 2.75 or better. A
Transfer Credit Summary will be prepared by the Office of Admissions after receipt of a student’s official transcript from any college
previously attended.
1. Students may transfer equivalent courses for the general
education requirements. The courses must meet the University
requirements for transfer credit.
2. Students may transfer equivalent courses within the nursing
major. Junior and senior level BSN courses that are more than
five years old cannot be applied toward the BSN degree. The
courses must meet the University requirements for transfer
credits. The last 30 hours of credit must be earned in residence
at the University.
3. The School of Nursing of USCA abides by the statewide transfer
and articulation plan developed for nursing programs within the
state of South Carolina.
Application for Licensure in Nursing
Prior to completion of the last semester of study, students are
expected to apply for the nursing licensing examination, NCLEXRN, and apply for licensure to the South Carolina State Board of
Nursing or other Board of Nursing in the jurisdiction where the
student will be employed after graduation. Conviction of a crime
other than a minor traffic violation could result in ineligibility for
nursing licensure. Under these circumstances, early notification of
the appropriate state board of nursing is recommended in order to
clarify mechanisms related to determining eligibility.
Attendance Policy
Classroom attendance is expected. Attendance in clinical is required
to pass the course. In the event of an unavoidable absence, the
student must give prior notification to the clinical professor. An
arrangement for missed/excused work is made at the discretion of the
course coordinator.
Americans with Disabilities Act
Specific information related to the ADA can be found in the School
of Nursing BSN Student Handbook.
Student Release Form
Health Requirements
Students are required to meet health requirements of the University.
When students enter the clinical nursing course sequence, they are
required to:
1. provide evidence of a recent physical examination prior to
attending clinical courses. Information must be updated
annually.
2. provide evidence of annual tuberculosis screening.
3. provide evidence of chickenpox immunity (shown through titer
or immunization).
4. documentation of vaccination of the following:
a) rubella (positive titer acceptable)
b) rubeola (positive titer acceptable)
c) mumps (positive titer acceptable)
d) diphtheria
e) tetanus
f) hepatitis B (immunization or titer)
Students are encouraged to carry accident and illness insurance.
Background check and drug screening are required.
154
Students are required to sign a Student Release Form. This form
includes the following statements:
I hereby release the School of Nursing and the University of
South Carolina Aiken from responsibility for any injury or
illness to me (and if pregnant, my unborn baby) while attending
hospital or other clinicals. I understand that risks to exist for
me (and if pregnant, my unborn baby) while practicing nursing
in the hospital setting and I do assume any and all risks
involved.
More information on this statement can be found in the School of
Nursing BSN Student Handbook.
Ability Statement
Students entering the BSN Program will be required to perform
certain skills requiring specific abilities. See the School of Nursing
BSN Student Handbook for a listing of these abilities.
Resource Information
BSN Completion Track
Information regarding tuition, fees, and length of program is
provided to and available through the National League for Nursing
Accrediting Commission (NLNAC), 61 Broadway - 33rd Floor, New
York, New York 10006; Telephone number: 800-669-1656, ext.
153; Fax number: 212-812-0390; e-mail address: www.nlnac.org.
BSN Completion Major Admissions Requirements
1.
2.
3.
Program of Study
Bachelor of Science in Nursing
Generic Track
1.
General Education Requirements ...................................... 5 5
A.
B.
2.
Skills and Competencies 1
English 101 and 1022 .......................................................... 6
Math 108 or higher and Statistics3 .................................... 6
Applied Speech Communication4 ...................................... 3
5
Methods and History of Disciplines
Natural Sciences ................................................................. 1 6
(Anatomy, Physiology, Microbiology, and
Chemistry6 )
Social/Behavioral Sciences .................................................. 9
(Introductory Psychology, Developmental
Psychology, Introductory Sociology)
Humanities7 (at least two areas) ......................................... 9
Philosophy (not logic),
History, Literature, Fine Arts History,
Religion, Humanities (AHUM acronym),
Selected Language courses,
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
History of Civilization (AHST 101 or AHST 102) ......... 3
American Political Institutions ........................................... 3
(APLS 201, AHST 201, or AHST 202)
Major Requirements ............................................................. 6 9
A. ANRS 201, 202, 301, 307, 309, 310, 312, 315,
322, 323, 324, 413, 414, 417, 418, 419, 421
Total hours required 5 ................................................................... 124
1
For undergraduate writing proficiency, see Proficiency Portfolio
in Writing described on page 46.
2
Students must complete English 101 with a grade of C or better in
order to fulfill general education requirements. Students must also
complete AEGL 102 with a grade of C or better in order to fulfill
general education requirements and before taking other English
courses.
3
AMTH 221 and AMTH 222 cannot be used for General Education
math credit EXCEPT by students graduating with degrees in
Elementary, Early Childhood or Special Education.
4
The following are considered Applied Speech Communication
courses: ACOM 201, ACOM 241, and ACOM 342.
5
At least 3 hours must be in non-Western world studies, unless
an approved non-Western world studies course has been
completed elsewhere in the student’s degree program.
6
The following are accepted for Chemistry: ACHM 101 or ACHM
111.
7
For a list of courses that will meet the Humanities general
education requirement, see page 31.
4.
5.
6.
admission to USCA;
Associate of Science degree in nursing or diploma in nursing and
South Carolina RN licensure;
completion of each of the following courses or their equivalent
with a grade of C or better:
A. Biology (ABIO) 232 (Anatomy), 242 (Physiology), 330
(Microbiology)
B. Chemistry (ACHM) 101 (Introduction to Chemistry)
C. English (AEGL) 101 (Composition), 102 (Composition
and Literature)
D. Psychology (APSY) 101 (Introductory Psychology), 310
(Developmental Psychology)
E. Sociology 101 (ASCY) (Introductory Sociology)
current licensure to practice as a registered nurse in South
Carolina;
references addressing clinical competency (nursing practice
performance) from two recent nursing employers at
supervisory level;
Cumulative GPA of 2.0 or better
All requirements must be met before admission to the BSN major
will be granted.
Transfer Credit
Transfer students must have a cumulative GPA of 2.0 or better. A
Transfer Credit Summary will be prepared by the Office of
Admissions after receipt of a student’s official transcript from any
college previously attended.
1. Students may transfer equivalent courses for the general
education requirements. The courses must meet the University
requirements for transfer credit.
2. Students may transfer equivalent courses within the nursing
major. Junior and senior level BSN courses that are more than
five years old cannot be applied toward the BSN degree. The
courses must meet the University requirements for transfer
credits. The last 30 hours of credit must be earned in residence
at the University.
3. The School of Nursing of USCA abides by the statewide transfer
and articulation plan developed for nursing programs within the
state of South Carolina.
Advanced Placement
1.
2.
3.
General education courses identified by the University can be
used for advanced placement through CLEP examination.
University departmental exams may be used for advanced
placement if offered by the appropriate department and if the
student meets the expected testing level identified by the
department.
Registered nurses can write the NLN exam for advanced
placement in biology courses. If the student meets the expected
testing level, advanced placement will be granted.
The BSN program offers challenge exams for selected BSN
courses (ANRS 312). If the student meets the expected testing
level, advanced placement will be granted. A student desiring to
write a BSN Challenge Exam must notify the course
coordinator at the beginning of the semester prior to the
semester the student wishes to write the exam.
155
B.
Progression and Retention
Students enrolled in the BSN Nursing major must abide by the
following:
1. A grade of “C+” or better is required in all nursing courses.
2. Any time that nursing students incur a second “C” or lower in
the same nursing course in the major requirement, they will be
dismissed from the School of Nursing. Any time that nursing
students incur two “Cs” or lower in different nursing courses of
the major requirement, they will be dismissed from the School
of Nursing.
3. A grade of “C” or better in any non-nursing prerequisites to
other courses is required before progression to the next course.
4. A system cumulative GPA of 2.0 must be maintained for
continued enrollment in the baccalaureate program.
5. ANRS 421 is required during the last semester of degree work.
Student records will be monitored for suspensions at the end of each
semester by nursing faculty. Students will be notified of suspension
from the BSN program.
Americans with Disabilities Act
Specific information related to the ADA can be found in the School
of Nursing BSN Student Handbook.
Baccalaureate Level Courses:
ANRS 307, 308 .................................................................... 6
ANRS 312, 315 .................................................................... 8
ANRS 413, 421 .................................................................... 8
ANRS 414, 417, 422 ......................................................... 1 0
Total hours required 5 ................................................................... 120
1
For undergraduate writing proficiency, see Proficiency Portfolio
in Writing described on page 46.
2
Students must complete English 101 with a grade of C or better in
order to fulfill general education requirements. Students must also
complete AEGL 102 with a grade of C or better in order to fulfill
general education requirements and before taking other English
courses.
3
AMTH 221 and AMTH 222 cannot be used for General Education
math credit EXCEPT by students graduating with degrees in
Elementary, Early Childhood or Special Education.
4
The following are considered Applied Speech Communication
courses: ACOM 201, ACOM 241, and ACOM 342.
5
At least 3 hours must be in non-Western world studies, unless
an approved non-Western world studies course has been
completed elsewhere in the student’s degree program.
6
For a list of courses that will meet the Humanities general
education requirement, see page 31.
* The Program of Study for the BSN major is determined by the date
of initial acceptance into the BSN program.
Graduation
All nursing courses for the RN to BSN Completion Track are
available online.
University guidelines for graduation in effect at the time of
admission to the BSN major will be followed. Students must complete
credit hours as follows:
Student Responsibilities
Program of Study*
1.
Bachelor of Science in Nursing
BSN Completion Track
1.
General Education Requirements ...................................... 5 5
A.
B.
2.
Skills and Competencies 1
English 101 and 1022 .......................................................... 6
Math 108 or higher and Statistics3 .................................... 6
Applied Speech Communication4 ...................................... 3
Methods and History of Disciplines 5
Natural Sciences ................................................................. 1 6
(Anatomy, Physiology, Microbiology, and
Chemistry)
Social/Behavioral Sciences .................................................. 9
(Introductory Psychology, Developmental
Psychology, Introductory Sociology)
Humanities6 (at least two areas) ......................................... 9
Philosophy (not logic),
History, Literature, Fine Arts History,
Religion, Humanities (AHUM acronym),
Selected Language courses,
Communications (last two digits in 50s or 60s),
Honors (AHON acronym)
History of Civilization (AHST 101 or AHST 102) ........... 3
American Political Institutions ............................................ 3
(APLS 201, AHST 201, or AHST 202)
Major Requirements ............................................................. 6 5
A. Associate Degree or Diploma in Nursing
Basic nursing education must include content in
the following areas:
Fundamentals of Nursing, Maternal-Child Nursing,
Medical-Surgical Nursing and
Psychiatric Nursing ..........................................33
156
2.
3.
4.
5.
6.
7.
The student is responsible for obtaining the initial required
health exam prior to the first clinical course and for completing
the annual health questionnaire requirements. Health exams
must meet clinical agency requirements including TB screening,
documentation of rubella titer (or previous rubella), current
tetanus immunization. Health questionnaires and TB screening
must be completed on an annual basis following the initial
exam.
The student is responsible for providing evidence of current
liability insurance, current CPR certification and current S.C.
licensure to the student’s BSN advisor on registration for a
clinical course. Clinical participation will not be permitted and
the student will be counted as absent until all required evidence
is provided.
The student is responsible for transportation to and from
clinical resources. Urban and rural areas will be sites of
experiences, so access to an automobile to permit home care
experiences is expected.
USCA name tag will be required for clinical experiences.
Class attendance policies of the University will be enforced.
The student is encouraged to maintain punctual and regular class
attendance.
Students are expected to attend all clinical experiences with
absences only if unavoidable because of sickness or other cause,
rendering attendance impossible. Make up time for clinical
absences will be left to the discretion of the faculty and
availability of clinical facilities.
Students are responsible for input into School of Nursing, BSN
Program decision-making through the established School of
Nursing Committee Structure.
health issues are addressed. (3 hours lecture/ 6 hours
lab/ per week)
Course Descriptions
Nursing (ANRS)
ANRS 201
Fundamentals of Nursing. (5) (Prereq: ANRS 307
and Admission to the professional program; Coreq:
ANRS 307) This course will introduce the nursing
student to the theory and practice related to the
application of concepts and skills in providing
nursing care. (3 hour lecture, 6 hours lab/week)
ANRS 202
Theoretical Foundations of Nursing Practice.
(3) (Prereq: Admission to the professional program
and C or better in ABIO 330) Theories and concepts
that provide the foundation for nursing practice are
presented with an emphasis on the health/illness
continuum and health promotion. Theories of
human development and the concept of health and
the nursing process will be integrated to prepare the
nurse to work with individuals, families, groups, and
communities.
ANRS 301
Pharmacology. (3) (Prereq: ANRS 312; Co-req:
ANRS 309) The study of the pharmacodynamics and
pharmacokinetics of medications with emphasis on
nursing implications for patient care.
ANRS 307
Health Assessment. (3) (Prereq: ABIO 232, ABIO
242, admission to Baccalaureate in Nursing clinical
courses; Co-req: ANRS 201) Introduces the student to
a foundation in assessing the physical and
psychosocial health status of individuals across the
lifespan; assessment skills and selected screening
procedures will be applied in a client simulated lab.
(2.5 hours lecture/1.5 hours lab/ per week)
ANRS 308
Professional Nursing. (3) (Prereq: RN Licensure
and admission to Baccalaureate in Nursing clinical
courses) The development of nursing as a
professional discipline and science and related issues;
introduction to nursing theories, processes and
practice roles.
ANRS 309
Adult Health Nursing I. (5) (Prereq: ANRS 201,
ANRS 202, ANRS307, ANRS 312; Co-req: ANRS
301) Through the use of the nursing process, students
focus on specific interventions in the care of adult
clients experiencing alterations in function. (3
lecture hours/6 lab hours/per week)
ANRS 310
Adult Health Nursing II. (5) (Prereq: ANRS 301,
309, 323) Continuation of Adulth Health Nursing I.
Through the use of the nursing process, students
focus on specific interventions in the care of adult
clients experiencing alterations in function. (3
lecture hours/6 lab hours/per week)
ANRS 312
ANRS 315
Pathophysiology. (3) (Prereq: ABIO 232, ABIO
242, ABIO 330, admission to Baccalaureate in
Nursing clinical courses) Focuses on the pathological
bases of disease processes and clinical manifestations
of selected diseases.
Community Health Nursing. (5) (Generic Track
Prereq: ANRS 312, ANRS 322; Generic Track
Prereq. or Co-Req: ANRS 324; Completion Track
Prereq: RN Licensure and ANRS 307 and ANRS 308;
Completion Track Prereq. or Co-Req: ANRS 312)
Concepts of community health nursing are presented
and applied in clinical settings with emphasis on the
community and the family as clients. Communicable
disease control, principles of epidemiology, health
promotion practices, family theories, and public
ANRS 322
Psychiatric Nursing. (5) (Prereq: ANRS 301, 309,
323) Through the use of the nursing process, students
utilize a model of psychodynamics in the restoration,
maintenance, and promotion of mental health.
Therapeutic communication is included with
appropriate clinical experiences. (3 hours lecture/ 6
hours lab/ per week)
ANRS 323
Maternity Nursing. (5) (Prereq: ANRS 201, ANRS
307, ANRS 312, ANRS 202) Students use the nursing
process to individualize family-centered maternity
care, with clinical experience providing the
opportunity to apply these principles. (3 hours
lecture/ 6 hours lab/ per week)
ANRS 324
Child Health Nursing. (5) (Prereq: ANRS 301,
ANRS 310, ANRS 322, ANRS 323; Co-req: ANRS
315) Students use the nursing process to provide
family-centered care to the pediatric client and the
family. (3 hours lecture/ 6 hours lab/ per week)
ANRS 398
Special Topics. (1-3) (Prereq: Consent of
instructor) An elective course on selected topics in
nursing.
ANRS 413
Nursing Research. (3) (Completion Track Prereq:
ANRS 308 and one of the following: APSY 225 or
ASTA 201 or ABUS 296; Generic Track Prereq:
ANRS 309 or Permission of instructor, and one of
the following: APSY 225 or ASTA 201 or ABUS 296)
The course provides an introduction to analytical and
critical thinking, scientific concepts, methods and
decisions, ethical and legal concerns, and research
techniques essential to the research process.
Emphasis is placed on the student as a consumer of
nursing research.
ANRS 414
Ethical-Legal Issues in Nursing. (3) (Completion
Track Prereq: ANRS 308; Generic Track Prereq:
ANRS 310 or Permission of instructor) This course
emphasizes the principles and concepts of ethical
theory and the legal basis for nursing practice.
Ethical issues affecting nursing practice are examined
to provide a basis for students to form intelligent,
unbiased, ethical decisions. The legal responsibilities
of nursing practice are identified and discussed
particularly as they related to ethical dilemmas and
safe nursing practice.
ANRS 417
Gerontological Nursing. (3) (Generic Track
Prereq: ANRS 301, ANRS 309, ANRS 323; Generic
Track Pre-or Co-req: ANRS 322; Completion Track
Prereq: ANRS 308; Completion Track Prereq. or
Coreq: ANRS 315) Theories of human development
and the achievement and maintenance of healthy
life-styles of elders are explored.
ANRS 418
Entry into Practice. (3) (Prereq: ANRS 315, ANRS
324, ANRS 414; Co-req: ANRS 421; Pre-req. or Coreq: ANRS 419) Synthesis and critical evaluation of
issues related to entry into professional nursing
practice. Study of nursing theories and processes as
they affect practice roles.
ANRS 419
Synthesis of Nursing Care for Clients with
Complex Health Problems. (5) (Prereq: ANRS
315, ANRS 324, ANRS 413, ANRS 417; Coreq:
ANRS 421) Through the use of the Nursing Process,
students focus on interventions in the care of adult
clients experiencing multi-system alterations in
function. (3 hours lecture/6 hours lab)
157
ANRS 421
Leadership and Management in Nursing. (5)
(Generic Track Prereq: Successful Completion of
Writing Portfolio and in last semester, ANRS 315,
ANRS 324, ANRS 413, ANRS 417; Generic Track
Pre- or Co-req: ANRS 419; Generic Track Coreq:
ANRS 418; Completion Track Prereq: Enrollment in
BSN Completion, Successful Completion of Writing
Portfolio and in last semester) Leadership and
management concepts and principles for professional
nursing practice. Emphasis on knowledge and skills
that impact effective leadership and management
roles. This course will provide for the senior project
and must be in the student’s last semester. (3 hours
lecture/ 6 hours lab)
ANRS 422
Care of the Client with Complex Health
Needs. (4) (Prereq: RN Licensure, ANRS 315, ANRS
413, ANRS 417) In this course students synthesize
knowledge from all previous courses as care is
provided to people with complex health needs in
hospitals, clinics, or specialized healthcare facilities
or agencies. ( 2 hours lecture/6 hours lab)
158
Graduate Programs
G R A D UAT E DEGREES
Graduate work at USCA provides an opportunity for students to
engage in advanced study with a group of scholars actively engaged
in research. While specialization is basic to graduate work, graduate
programs respond to the advanced educational needs of the local and
regional population.
6. The advanced Dynamic Educator as Instructor analyzes and
synthesizes the relationship between theory and practice within
the educational process.
G R A D UAT E PRO G R A M S
7. The advanced Dynamic Educator as Instructor investigates
and uses instructional and informational technology for inquirybased learning.
Three programs at the master’s level are available at USCA. For
information on the Master of Education Degree in Elementary
Education see below. For information on the Master of Education
Degree in Educational Technology see page 165. For information
on the Master of Science Degree in Applied Clinical Psychology see
page 168.
8. The advanced Dynamic Educator as Communicator
enhances professionalism through active participation in the
learning community (through activities such as mentoring,
conducting professional development activities, working
collaboratively across grade levels, and, when appropriate, being
a leader of change).
G R A D UAT E A SSISTANTSHIPS
9. The advanced Dynamic Educator as a Professional examines
and evaluates contemporary issues that impact the learning of
students from underrepresented groups and diverse cultures.
For information on Financial Aid and Graduate Assistantships, see
the individual schools.
G R A D UAT E OFFICE
The Graduate Office coordinates the offering of graduate courses on
campus including USCA’s M.Ed. and M.S. programs, Graduate
Regional Studies, and other USC Columbia graduate programs.
Master of Education Degree
in Elementary Education
10. The advanced Dynamic Educator as a Professional reflects
on own teaching practices and dispositions and examine how
they impact student learning for all children.
Conceptual Framework
The M.Ed. Program prepares dynamic educators who grow, interact
and contribute professionally through out their teaching careers.
The following address provides information about the Conceptual
Framework: The Dynamic Educator as well as program objectives
and requirements: www.usca.edu/education
Professors
Jeffrey M. Priest, Ph.D., Dean of the School of Education
Audrey Skrupskelis, Ph.D., Program Coordinator
Jeffrey M. Priest (Zoology/Wildlife Ecology), Ph.D., Southern
Illinois University, 1986
Thomas J. C. Smyth (Reading Education), Ph.D., University of
South Carolina, 1983, Westinghouse Endowed Professorship in
Instructional Technology
A
Associate Professors
1. The advanced Dynamic Educator as Planner evaluates
general principles of elementary school curriculum and
construction.
2. The advanced Dynamic Educator as Planner examines
contemporary educational issues and evaluates solutions in
terms of research on best practice.
3. The advanced Dynamic Educator as Planner demonstrates
an understanding of the connection and application of content
standards, practices, and assessments and how they affect
student learning for all children.
4. The advanced Dynamic Educator as Manager analyzes and
applies theories of human development and classroom
management to create a classroom community that maximizes
student learning for all children.
Tim Lintner (Social Sciences and Comparative Education), Ph.D.,
University of California, 1998
Sally McClellan (Elementary Education), Ph.D., University of South
Carolina, 1992
Gary Senn (Science Education), Ph.D., Florida Institute of
Technology, 1992
Audrey Skrupskelis (Elementary/Early Childhood Education), Ph.D.,
University of South Carolina, 1989
Vernelle Tyler (Elementary Education), Ph.D., University of South
Carolina, 1993
Graduate Programs
master’s degree in elementary education is designed to
provide advanced professional studies in graduate level
course work for persons who currently hold teacher
certification and who are committed to excellence in elementary
education. The degree objectives are as follows:
Graduate Programs
5. The advanced Dynamic Educator as Instructor investigates,
evaluates, and implements innovative methods of teaching and
instructional materials in the elementary school.
Distinguished Chancellor Emeritus and
Distinguished Professor Emeritus
Robert E. Alexander (Education), Ed.D., University of South
Carolina, 1977
159
Distinguished Professors Emeriti
Enrollment Classifications:
James F. Kauffman (Education), Ph.D., University of Denver, 1971
Margaret Riedell (Reading Education), Ph.D., University of South
Carolina, 1979
1.
Professor Emerita
Ruth H. Cordahi (Educational Psychology), Ph.D., University of
Oklahoma, 1974
A DMISSION
2.
Application
An application cannot be given final consideration until all required
credentials have been received. Application deadlines are variable in
order to meet the needs of in-service teachers. Please contact the
USCA Graduate Office in Room 101-A of the Penland
Administration Building for information. Applications should be
completed at the earliest possible date.
Graduate Programs
Application requirements include the following:
1. Official transcript showing the award of the baccalaureate or
higher degree by an accredited college or university. Transcripts
verifying all previous graduate degrees will be required to
complete the permanent record. Transcripts of all previous
academic study at the time of application may be requested.
2. Three letters of recommendation.
3. Report of scores achieved on the Graduate Record
Examinations or Miller Analogies Test. Any exceptions for
students failing to meet minimum standardized test score
requirements shall be referred to the Admissions Committee for
review and final decision.
4. Evidence of teacher certification.
5. A satisfactory score on the Test of English as a Foreign
Language (TOEFL) for applicants whose native language is not
English. The minimum acceptable score is 550 on the standard
or 213 on the computer-based version.
6. Written statement of philosophy of education, typed and
attached to application form.
3.
Full Admission Status: Applicants who have met all
requirements for admission including satisfactory scores on the
Graduate Records Examination or Miller Analogies Test,
satisfactory references and satisfactory academic performance
at an accredited university or college. Up to 12 hours of
graduate credit from an accredited university or college may be
accepted toward the degree, subject to approval of the School
of Education. A maximum of 6 hours of graduate coursework
identified as professional development courses may be applied
toward the M.Ed. Degree subject to approval of the School.
Non-degree Enrollment Status: Students who intend to seek
a graduate degree, but lack one or more of the requirements for
full admission status, or who are seeking graduate credit for the
purpose of recertification or for transfer to another college or
university. Only six (6) hours taken as a non-degree student at
any USC campus may be used toward a degree program.
Provisional Status: Applicants who intend to seek a graduate
degree, but lack sufficient requirements for full admission status
may be provided provisional status. Provisional students must
attain a 3.0 grade point average during the first 12 credit hours
to be eligible for full admission. (These courses may be
designated by department).
A non-refundable application fee of $40 is required of all first-time
applicants to the USCA graduate program.
Appeals for Admission. An appropriate hearing board will provide
each student with an opportunity to challenge the content of
University records, to ensure that the records are not inaccurate or
misleading and to provide an opportunity for the correction or
deletion of any inaccurate, misleading, or otherwise inappropriate
data contained therein. Such requests should be made through the
Graduate Advisory Council at USCA. For additional information on
the admissions appeal process, please refer to the USCA Graduate
Policies and Procedures Manual.
Valid period of admission. Admission to the Graduate School is
valid for one year unless a shorter period is specified by a particular
program. If an admission has not been acted upon by a student after
one calendar year, the student must reapply for admission.
Application files are handled by the USCA Graduate Office.
Completed files clearly meeting all criteria for admission are
forwarded to the Coordinator of the M. Ed. in Elementary Education
Program for approval. Upon approval, students receive an official
letter of acceptance from the Dean of the School of Education.
Students meet with the Coordinator to complete a program of study
as soon as possible after acceptance.
Students who have been admitted to a graduate program under
regulations other than these, and have not completed any USC
graduate courses during a period of three or more years are required
to fulfill current admission requirements prior to returning to the
University for additional graduate work. Such students become
subject to regulations of the Graduate Program to which they are
admitted in effect at the time of readmission.
Admission Requirements
The University reserves the right to decline admission, to suspend,
or to require the withdrawal of a student when, for any reason, such
action is deemed to be in the interest of the University.
Acceptance by the School of Education will be based upon the
applicant’s total academic profile. Application to the Masters
Degree in Elementary Education Program can be made after
completion of at least a bachelor’s degree in a field of education
from a college or university accredited by a regional accrediting
agency. The standard for admission will be based on a total profile
for the applicant. The successful applicant should have an
undergraduate grade point average of at least 2.5, a score of 390 (or
a score of 35 if taken prior to Fall 2004) on the Miller’s Analogies
Test or scores of 450 on both the verbal and quantitative portions of
the Graduate Record Exam, a well-written letter of intent that
matches the objectives of the program, and positive letters of
recommendation from individuals who know the professional
characteristics of the applicant. Any exceptions for students failing
to meet minimum standardized test score requirements shall be
referred to the Admissions Committee for review and final decision.
160
Testing and Language Proficiency. All applicants are advised to
write the Educational Testing Service as soon as possible to arrange
for the MAT or GRE, and the Test of English as a Foreign Language
if appropriate. Test results should be available prior to the
application deadline for the desired term.
International Student Admission. Students who have earned a
degree or taken any courses in countries outside the US, must have
an official transcript evaluated by a professional evaluation service.
This evaluation must be forwarded directly to the USCA Graduate
Admissions Office from the evaluation service. (A list of several
professional Evaluation Services can be obtained from the USCA
Admissions Office or found on the USCA web site at: www.usca.edu/
admissions). Students will not be considered for admission until this
evaluation is received.
Graduate Assistantships
Courses
Periodically, graduate assistantships are made available through
various grants received by the School of Education. Graduate
assistantships carry a stipend that vary with the funding sources and
number of hours of work required as part of the assistantship.
Students should contact the program coordinator to inquire about
assistantship availability and application procedure.
Prerequisites. Prerequisite courses are listed to inform students
about the academic background recommended for satisfactory course
completion. The instructor may approve the enrollment of students
who have acquired the equivalent knowledge or skills through other
courses or experiences. Special permission to enroll should be
requested from the instructor prior to registration.
All graduate students should be familiar with the following general
regulations governing graduate study at the University of South
Carolina Aiken.
The students may expect to be allowed to obtain a degree in
accordance with the requirements set forth in the regulations in force
at the time they are admitted to degree candidacy, or under
subsequent regulations published while they are enrolled as degree
candidates. However, students are restricted in the choice of
requirements of one specific bulletin. Graduate students in master’s
programs have a period of six years inclusive and continuous in
which to claim the rights of a specific bulletin. Students are advised
that unforeseen circumstances may interfere with the scheduling of
any given course or degree offering. Students will be required to take
such developments into account as they arise, even if doing so means
a delay in the fulfillment of some of their academic goals, or a
modification of those goals. The school will work closely with
students facing such problems, in an effort to resolve them with
minimum of difficulty.
Graduate Advisement
Every graduate student admitted to a degree program is entitled to an
advisor in the School of Education at USCA. Any graduate student
who has not been assigned an advisor should consult the Coordinator
of the M. Ed. Program for information on advisement procedures.
Students admitted as “non-degree” students, that is, those who do not
seek degree admission or who have not yet met all the conditions for
degree admission, are not assigned to advisors but may consult the
Coordinator of the M. Ed. Program for both specific and general
information.
Graduate Program of Study
Every graduate student should file a Program of Study form at the
earliest convenient date. Program forms may be obtained from the
Graduate Office. Candidates for the master’s degree may file their
program forms during the first semester of study and should
in no case file them later than the semester following the
completion of their first 12 hours.
A Program of Study form is a written agreement signed by the
student and the advisor, the Dean of the School of Education, and
the Executive Vice Chancellor for Academic Affairs. This formal
agreement serves a number of purposes to the benefit of the student
and the University: it causes students and advisors to engage in early
planning with specific goals in mind; it provides useful information
for the planning of course offerings; it facilitates subsequent
advisement; and it protects students in the event of unexpected
curriculum or faculty changes. Although formal programs are binding,
they can be modified or replaced by new programs if conditions
warrant such changes. The procedure for change is similar to that for
filing the original program and usually requires the same series of
signatures. Degree students are entitled to the advantages of a
Program of Study and should take the necessary steps to secure them
at the appropriate time.
Course Loads
A student may enroll for a semester load not to exceed 12 graduate
hours. To register for more than 12 hours, a student must obtain
course overload approval from the department head/school chair. A
student is classified as a full-time student for academic purposes with
nine or more hours during a fall or spring term and three hours during
a summer session.
Credit by Examination
No graduate credit is offered by examination only.
Academic Standards
Graduate courses may be passed for degree credit with a grade as low
as C, but the student’s average on all courses attempted for
graduate credit must be at least B (3.0 on a 4-point system).
Grades earned on credits transferred from other universities do not
count in the grade point average.
Students who receive grades below B on 12 or more graduate credit
hours within a six year period are consequently suspended from
degree candidacy status and are not permitted to enroll for further
courses even as non-degree students without the specific approval of
their academic unit. This rule applies to courses taken for non-degree
purposes as well as to courses taken in the degree programs; it applies
even to courses taken in two or more degree programs. Courses six
years old or older will not be counted toward a master’s degree
without revalidation. Grades of C or lower received in outdated
courses will be dropped and these courses will cease to be a
disqualifying factor.
Maximum period allowed. Six years is regarded as the maximum
time allowed for graduate credits for degree candidates. In case more
time than 6 years is spent on the program, special arrangements may
be made with the School offering the program for the revalidation of
credits in courses given by the institution. Students who fail to
complete their programs in the period allowed become subject to
changes in degree requirements adopted up to the date 6 years prior
to their graduation. No program is to be completed in less than a
twelve month period.
Revalidation
Regular graduate students of the institution desiring to revalidate a
course must secure permission of the Coordinator of the M. Ed.
Program and of the Dean of the School of Education. The applicant
must pay to the Graduate Office of the institution, in advance of the
examination, a non-refundable fee of $25.00 per credit hour.
Transfer Credit
Up to 12 semester hours of credit with grades of B or better (or
equivalent grades if a different system is used) from other institutions
of approved graduate standing may be transferred for use with the
restrictions that the credit must have been earned at an institution
accredited, at the time the course work was completed. The only
exceptions to this standard are as follows: transfer from foreign
institutions, transfer of course work completed at an accredited
institution, or the acceptance of credit for military education.
161
Graduate Programs
A C A D E M I C REGULATIONS
Transfer must be approved by the Coordinator of the M.Ed.
Program and by the Dean of the School of Education. The credit
must be dated within the six-year period allowed for a degree. There
is no revalidation mechanism for transfer credit that does not fall
within the time limit. Graduate credit will not be accepted for
portfolio-based experimental learning which occurs prior to the
student’s matriculation.
Attendance
Students are expected to attend all regular class meetings.
Unsatisfactory class attendance may be considered adequate reason
by the instructor for requesting the student to withdraw from the
course.
Appeals and Petitions
Appeals and petitions related to programs, regulations, or other
academic matters will be reviewed first by the academic unit then by
the USCA Graduate Advisory Council, and finally forwarded to the
USCA Executive Vice Chancellor for Academic Affairs for approval.
See page 30 for information on relief from academic regulations.
Appellants who have maintained a B average despite their
accumulation of lower grades may, if their appeals are supported by
their academic units, be allowed to proceed toward their degrees
provided they receive no additional grades below B.
Appellants who have not maintained a B average should show
extenuating circumstances and obtain the support of their academic
units if they wish to be considered for reinstatement by the USCA
Graduate Advisory Council.
Applications for Degrees
All candidates for degrees must file a formal application with the
USCA Office of the Registrar during the last academic term before
graduation. In addition, a Clearance Recommendation for Graduate
Degree Application must also be submitted. Deadlines are indicated
in the Master Schedule of Classes for each term. Diplomas will not be
awarded retroactively.
Both undergraduate and graduate students will find
additional USCA regulations and procedures are printed in
other sections of the Bulletin and the USCA Student Handbook.
M ASTER O F ED U C A T I O N
D E G R E E RE Q U I R E M E N T S
1.
2.
Graduate Programs
3.
Successful completion of an approved program of study
providing 36 hours of graduate credit, of which at least 50%
must be earned in courses numbered 700 or above (the
remainder may be in courses numbered 600-699). A candidate’s
official program of education must be approved not only by the
advisor but by the Dean of the School of Education and the
Executive Vice Chancellor of Academic Affairs.
Successful completion of a comprehensive evaluation which
includes midpoint check, and a final evaluation that includes a
synthesis paper, portfolio, and oral defense.
Successful completion of AELE 780, Seminar in Elementary
Education with a grade of B or better.
Policies and Procedures for the Administration of the Mid
Point Evaluation of the M.Ed. Program in Elementary
Education
Each candidate for the M.Ed. degree in Elementary Education will
complete a mid-point (18 hours) check, which is composed of a
written component and a research presentation. Those 18 hours will
include course work in research and one curriculum course. In the
written component, candidates will address 2 dimensions of the
Dynamic Educator and include artifacts that address the chosen
dimensions. The written component will focus on the connection
between research, practice and reflection. The research presentation
will consist of the candidate’s oral explanation of his/her research to
graduate faculty. Coordinator will meet with each candidate
individually to provide feedback on midpoint performance.
Policies and Procedures for the Administration of the
Final Evaluation of the M.Ed. Program in Elementary
Education
Each candidate for the M.Ed. degree in Elementary Education will
complete a Final Evaluation which is composed of a written
component and an oral defense. The candidate must successfully
complete a minimum of 30 hours of course work prior to submission
of the written component. Those 30 hours will include course work
in research, curriculum, methods, and application of technology.
The written component will be due April 1st or November 1st.
Written Component
The written component includes a Synthesis Paper and a Portfolio.
The Synthesis Paper is a scholarly statement which demonstrates the
ability to summarize and connect what was learned in courses,
readings, discussions, and classroom-based experiences to the five
advanced dimensions of the Dynamic Educator. The Portfolio is
composed of artifacts which demonstrate that the candidate has
attained knowledge specific to each of the ten program objectives:
1. The advanced Dynamic Educator as Planner evaluates
theories of elementary school curriculum construction.
2. The advanced Dynamic Educator as Planner examines and
evaluates contemporary educational issues.
3. The advanced Dynamic Educator as Planner connects
content standards with instructional and assessment practices
and applies these practices to maximize learning for all
children.
4. The advanced Dynamic Educator as Manager analyzes and
applies theories of human development, learning, and classroom management to create an environment that maximized
learning for all children.
5. The advanced Dynamic Educator as Instructor investigates,
evaluates and uses effective teaching strategies and instructional
materials that maximize learning for all children.
6. The advanced Dynamic Educator as Instructor can analyze,
synthesize, and conduct research and use these results to
maximize the learning for all children.
7. The advanced Dynamic Educator as Instructor investigates
and uses, where appropriate, instructional and informational
technology to maximize the learning for all children.
8. The advanced Dynamic Educator as Communicator leads by
example through active participation in the learning community.
9. The advanced Dynamic Educator as a Professional examines
and evaluates learning of students from underrepresented
groups, diverse cultures, and with exceptionalities and uses this
information to maximize the learning for all children.
162
10. The advanced Dynamic Educator as a Professional reflects
on own teaching practices and dispositions and examines how
these practices and dispositions impact the learning of all
children.
Course Descriptions
Education (AEDU)
AEDU 633
The oral defense will be scheduled within the following three weeks
after the candidate has successfully passed the written component.
The oral defense is conducted by three members of the graduate
faculty. The defense begins with a short oral presentation by the
candidate followed by questions from the faculty to assess the
candidate’s ability to defend the written component. All three
faculty members must designate a rating of Acceptable on the oral
defense in order for the M.Ed. degree to be recommended.
Field Problems in Education. (1-3) Selected
educational problems will be identified and explored,
and probable solutions developed. Emphasis will be
on providing practicing school personnel an
opportunity to work cooperatively, under
supervision, toward solutions to those problems
which are of immediate concern to them. Activities
will include seminars, review of literature,
observations, case studies, materials development,
and other applicable approaches. Emphasis will be
placed on the development of a comprehensive
proposal designed to alleviate or solve the problems
identified.
AEDU 635
Special Topics in Education. (1-3) Selected topics
in content knowledge and pedagogy for PK-12
teachers.
Selection of Faculty
AEFN 749
The written component will be read and evaluated by three members
of the graduate faculty who will designate an overall rating of
Unacceptable, Acceptable, or Target. If the candidate does not
receive a rating of Acceptable by at least two of the readers, the
candidate will have one opportunity to resubmit the written
component within one year.
Oral Defense
Foundations (AEFN)
During the spring term, the Dean of the School of Education will
designate a team of three graduate faculty to read the written
components and conduct the oral defenses that term. Consideration
will be given to faculty load as well as the willingness to serve.
The School in Modern Society. (3) (Prereq:
admission to full graduate standing or permission of
instructor) Basic concepts in the relation of the
school to the social order: an analysis of the central
features of the changing social context within
American educational policy and behavior problems.
Elementary (AELE)
Candidates for the Master of Education Degree in Elementary
Education will meet the requirements listed below for a minimum of
36 semester hours.
Foundations of Education .............................................................. 1 5
AERM 700 Introduction to Research in Education ................. 3
AELE 715 Elementary School Curriculum ............................... 3
AELE 718 Critical Issues and Trends in American Education 3
AELE 780 Seminar in Elementary Education .......................... 3
AETE 731 Instr. and Inform. Applications of Tech. .............. 3
Content Methods ............................................................................. 1 2
AELE 615 Advanced Study and Application of Science
Methods ................................................................................... 3
AELE 670 Advanced Study and Application of Language Arts
Methods ................................................................................... 3
AELE 745 Advanced Study and Application of Mathematics
and Problem Solving ............................................................... 3
AELE 760 Advanced Study and Application of Social Studies
Methods ................................................................................... 3
Related Study/School Services ...................................................... 9
Courses in Computer Use, Guidance and Counseling, Educational
Administration, Education of Children with Exceptionalities,
Measurement and Evaluation, Reading in the Content Area, Human
Growth and Development, Educational Technology, and graduate
level discipline based content courses, and other education electives
as approved.
Total hours required ....................................................................... 3 6
Students are expected to complete AERM 700, Introduction to
Research in Education, and AELE 715, Elementary School Curriculum, during the first 12 hours of graduate coursework.
AELE 615
Advanced Study and Application of Science
Methods. (3) Reinforces the science background of
prospective and practicing teachers. Innovations are
examined. Emphasis is placed on methods, materials,
community resources, and evaluation procedures.
AELE 670
Advanced Study and Application of Language
Arts Methods. (3) Content, goals, and methods of
teaching language arts. Emphasis is placed on the
teaching of oral and written expression and listening.
AELE 715
The Elementary School Curriculum. (3) Critical
study of the modern elementary school curriculum.
AELE 717
Curriculum Problems in the Elementary
School. (3) (Prereq: AELE 715) A careful
examination of the persistent problems of
elementary schools (grouping, promotions, etc.) and
the best solutions in terms of research and expert
opinion.
AELE 718
Critical Issues and Trends in American
Education. (3) Examines contemporary issues and
trends in today’s schools and the best solutions in
terms of research and expert opinion. Emphasis is
on issues relating to diversity, current educational
policies and practices, and curriculum and instruction.
AELE 720
Middle School Organization and Curriculum.
(3) An overview of the development of the middle
school, history, purposes, and organization and an indepth analysis of middle school organization and
curriculum. The characteristics of middle school
students, methods of evaluating students, and the
overall curricular program are also considered.
163
Graduate Programs
Program in Elementary Education
AELE 745
Advanced Study and Application of Mathematics and Problem Solving. (3) (Prereq: AMTH 221
or its equivalent) Analysis of the school curriculum
and instructional methods in the designated areas of
mathematics; exploration of appropriate outcomes
on instruction.
AELE 760
Advanced Study and Application of Social
Studies Methods. (3) The selection of teaching
procedures and instructional materials used to teach
social studies.
AELE 780
Seminar in Elementary Education. (3) (Prereq:
27 semester hours of credit earned or 24 hours of
credit earned and concurrent enrollment in 3 hours of
graduate coursework as specified on the program of
study). The course is designed to integrate the
candidate’s knowledge of curriculum, assessment,
policy, and learning theory for the analysis of current
educational trends and issues. A grade of “B” or
above in this course is required for completion of the
M.Ed. Degree.
Educational Psychology (AEPY)
AEPY 705
Theories of Human Growth and Development.
(3) An analysis of developmental theories and
research from birth through adulthood with emphasis
on developmentally appropriate practices for
teachers, parents, counselors, and administrators.
Includes an examination of cognitive, emotional,
physical, social and moral development from a
variety of historical and contemporary perspectives.
Research and Measurement (AERM)
AERM 700
Introduction to Research in Education. (3)
(Prereq: full admission to graduate standing or
permission of instructor) Emphasis on the major
methods and techniques of research by students of
education.
Instruction and Teaching (AETE)
Integrated Reading and Writing Instruction.
(3) Theoretical bases and techniques for teaching
reading and writing in the elementary school, using
multiple subject areas.
AETE 631
Using Computers to Support Instruction. (3)
Applications of selected software in instructional
management.
AETE 671
Computers in Science Education. (3) Use of
computer technology in teaching and managing
science classes and programs in grades K-12.
AETE 731
Instructional and Informational Applications of
Technology. (3) Educational technology focused on
instructional and informational applications of
computers.
AETE 755
Supervision and Evaluation of Clinical
Experiences. (3) (Prereq: a minimum of one year of
PK-12 teaching experience) An examination of
theoretical foundations and experiential techniques
necessary for effective mentoring, supervision, and
evaluation of novice teachers in their initial teaching
years, teaching interns during their semester
internship, and practicum students working in clinical
settings.
Graduate Programs
AETE 610
164
AETE 760
Issues in Writing Instruction K-12. (6) Issues in
the teaching of writing, with emphasis on classroom
applications K-12 and program development.
Master of Education Degree in
Educational Technology
Jeffrey M.Priest, Ph.D., Dean of the School of Education
Thomas J. C. Smyth, Ph.D., Program Coordinator
T
he Master’s Degree in Educational Technology is designed
to provide advanced professional studies in graduate level
coursework to develop capabilities essential to the
effective design, evaluation, and delivery of technology-based
instruction and training (e.g., software development, multimedia
development, assistive technology modifications, web-based
development, and distance learning). The program is intended (1) to
prepare educators to assume leadership roles in the integration of
educational technology into the school curriculum, and (2) to
provide graduate-level instructional opportunities for several
populations (e.g., classroom teachers, corporate trainers, educational
software developers) that need to acquire both technological
competencies and understanding of sound instructional design
principles and techniques. This graduate program is offered jointly
by the USC Aiken School of Education and the USC Columbia
College of Education. All courses are offered in web-based format.
School of Education Faculty, USC Aiken
Tim Lintner, Ph.D., University of California-Los Angeles, 1998,
Associate Professor
Windy Schweder (Special Education), Ph.D., University of South
Carolina, 2004, Assistant Professor
Gary J. Senn, Ph.D., Florida Institute of Technology, 1992, Associate
Professor
Thomas J.C. Smyth, Ph.D., University of South Carolina, 1983,
Professor, Westinghouse Endowed Professorship in
Instructional Technology
College of Education Faculty, USC Columbia
Ed Dickey, Ph.D., University of South Carolina, 1982, Associate
Professor, Department of Instruction and Teacher Education
Kellah Edens, Ph.D., University of South Carolina, 1992, Assistant
Professor, Department of Educational Psychology
Margaret E. Gredler, Ph.D., Florida State University, 1971,
Professor, Department of Educational Psychology
Susan W. Quinn, M.Ed., George Mason University, 1990, Director,
Educational Technology Center
Cheryl A. Wissick, Ph.D., University of Virginia, 1990, Associate
Professor, Department of Educational Psychology
A DMISSION
Application
Application forms for admission to graduate studies may be obtained
from the School of Education Office, Room 210 in the Business and
Education Building or the USCA Office of Graduate Studies in Room
101-A of the Penland Administration Building. Candidates for
graduate studies are required to hold a baccalaureate degree in
accordance with the general regulations of the University of South
Carolina.
Enrollment Classifications:
1.
2.
3.
Full Admission Status: Applicants who have met all
requirements for admission including satisfactory scores on the
Graduate Records Examination or Miller Analogies Test,
satisfactory references and satisfactory academic performance
at an accredited university or college. Up to 12 hours of
graduate credit from an accredited university or college may be
accepted toward the degree, subject to approval of the School
of Education. A maximum of 6 hours of graduate coursework
identified as professional development courses may be applied
toward the M.Ed. Degree subject to approval of the School.
Non-degree Enrollment Status: Students who intend to seek
a graduate degree, but lack one or more of the requirements for
full admission status, or who are seeking graduate credit for the
purpose of recertification or for transfer to another college or
university. Only six (6) hours taken as a non-degree student at
any USC campus may be used toward a degree program.
Provisional Status: Applicants who intend to seek a graduate
degree, but lack sufficient requirements for full admission status
may be provided provisional status. Provisional students must
attain a 3.0 grade point average during the first 12 credit hours
to be eligible for full admission. (These courses may be
designated by department).
A non-refundable application fee of $40 is required of all first-time
applicants to the USCA graduate program.
Degree Admission Requirements:
Acceptance by the School of Education will be based upon the
applicant’s total academic profile. Application to the Educational
Technology Program can be made after completion of at least the
bachelor’s degree from a college or university accredited by a
regional accrediting agency. The standard for admission will be based
on a total profile for the applicant. The successful applicant should
have an undergraduate grade point average of at least 3.0, a score of
396 (or a score of 45 if taken prior to Fall 2004) on the Miller’s
Analogies Test or scores of 450 on both the verbal and quantitative
portions of the Graduate Record Exam, a well-written letter of intent
that matches the objectives of the program and includes a description of previous technology experience, and positive letters of
recommendation from individuals who know the professional
characteristics of the applicant. Any exceptions for students failing
to meet these standards shall be referred to the Admissions Committee for review and final decision.
All test scores should be sent to the Graduate Admissions Office at
USC Aiken.
It should be noted that no academic program can be approved until
the student has been admitted as a qualified degree candidate.
Students are cautioned that graduate credit earned prior to full
admission to degree candidacy may not be applicable toward the
degree requirements. The program should be established during the
first semester of study and no later than the semester following the
completion of the first 12 hours. Only six hours of courses taken as
a non-degree student in the USC system may be used to meet the
165
Graduate
GraduatePrograms
Programs
The University of South Carolina
Aiken and the University of South
Carolina Columbia
Degree Requirements:
Course Descriptions
Educational Technology (AEET)
AEET 603
Design and Development Tools I.[=EDET 603] (3)
Study of multimedia elements (e.g., graphics,
animation, audio and video) including the creation
and editing of materials. Instructional applications,
copyright issues, and technology limitations will be
explored.
AEET 650
Internship in Educational Technology.[=EDET
650,651] (3) (Prereq: AEET/EDET 603 and AEET/
EDET 722). Supervision of field-based experiences in
the design, development, evaluation, and implementation of technology-based instructional and training
projects.
AEET 652
Design and Evaluation of Games and
Simulations.[=EDET 652] (3) Application of
instructional design criteria to computer and
noncomputer interactions. Analyses include requisite
cognitive processes, affective outcomes, and ethical
standards. Design and formative testing of interactive
exercises.
AEET 703
Design and Development Tools II.[=EDET 703]
(3) (Prereq: EDET 603) In-depth development of
skills using current and emerging technologies to
create a multimedia or web-based project that
includes instructional and multimedia elements (e.g.,
graphics, animation, audio and video).
AEET 709
Applications of Learning Principles.[=EDET
709] (3) An introduction to behavioral and cognitive
learning principles applicable to the design of
technology-based instruction and performance
training.
AEET 722
Instructional Design and Assessment.[=EDET
722] (3) (Prereq: EDET 709) Application of
instructional design and assessment principles to the
development and formative testing of instruction in
integrated technology-based contexts.
AEET 735
Technological Applications for Diverse
Populations.[=EDET 735] (3) The application of
assistive devices and other technologies to assure
access to information and productivity tools by
persons with diverse needs. Universal design issues
will be included.
AEET 746
Management of Technology Resources.[=EDET
746] (3) The organization and administration of
media programs in school buildings and districts,
regional and state centers, and colleges and universities. Procedures, problems, and trends for an
integrated instructional support system will be
emphasized.
AEET 755
Design and Evaluation of Information Access
and Delivery.[=EDET 755] (3) (Prereq: AERM/
EDRM 700, AEET/EDET 709, AEET/EDET 722,
AETE/EDTE 731) The use of telecommunications
tools to support research and instruction across the
curriculum. Includes study of distance education and
issues related to instructional delivery, connectivity,
and distribution methods.
The Master of Education in Educational Technology degree requires:
1.
Successful completion of an approved program of study
providing a minimum of 36 hours of graduate credit. A
student’s official program of study must be approved not
only by the student’s advisor but by the Dean of School of
Education and the Executive Vice Chancellor for Academic
Affairs.
2.
A minimum grade point average of 3.00 (B) is required on
the total graduate program with a minimum average of B on
all 700-800 level courses.
3.
Successful completion of a comprehensive evaluation which
includes a written synthesis paper and portfolio and an oral
defense.
Transcripts of transfer graduate credits must be on file prior to
approval of graduation applications.
Program in Educational Technology
Candidates for the Master of Education Degree in Educational
Technology will meet the requirements listed below for a minimum
of 36 semester hours. (Note: Students are required to complete
AETE 631, Technology to Support Instruction, or demonstrate
prerequisite computer competencies before admission to the
program.)
Foundational Courses ...................................................................... 6
AERM/EDRM 700 ....................................................................... 3
AEET/EDET 709 ........................................................................ 3
Design Courses ................................................................................ 1 5
AEET/EDET 603 ................................................................ 3
AEET/EDET 703 ................................................................ 3
AEET/EDTE 793 ................................................................ 3
AEET/EDET 755 ................................................................ 3
AEET/EDET 722 ................................................................ 3
Technology Courses ........................................................................ 1 2
AEET/EDET 650 ........................................................................ 3
AEET/EDET 735 ........................................................................ 3
AEET/EDET 746 ........................................................................ 3
AEET/EDTE 780 ........................................................................ 3
Electives ................................................................................................ 3
(Choose one of the following)
AEET/EDET 652 ........................................................................ 3
AETE 731 or EDTE 731 ............................................................ 3
SLIS 706 .............................................................................. 3
TSTM 790 .................................................................................... 3
Total hours required ....................................................................... 3 6
166
Graduate Programs
requirements of a graduate degree program. Only six hours of courses
designated as Professional Development may be used to meet the
requirements of a graduate degree program.
AEET 780
Research Seminar in Educational
Technology.[=EDET 780] (3) Explores contemporary trends, problem areas, and issues in educational
technology through literature investigations, seminar
discussions, and case studies.
AEET 793
Advanced Instructional Design and
Development.[=EDET 793] (3) (Prereq: EDET 703)
Incorporation of instructional design criteria,
multimedia development skills, knowledge of
instructional methods, learning theory and evaluation
in developing a comprehensive multimedia or webbased instructional project.
Research and Measurement (AERM)
AERM 700
Introduction to Research in Education. (3)
(Prereq: full admission to graduate standing or
permission of instructor) Emphasis on the major
methods and techniques of research by students of
education.
Instruction and Teaching (AETE)
Instructional and Informational Applications of
Technology (3) Educational technology focused on
instructional and informational applications of
computers.
Graduate Programs
AETE 731
167
Master of Science Degree
in Applied Clinical Psychology
Assistant Professors
Beverly L. Fortson (Psychology), Ph.D., West Virginia University,
2005
Laura N. May (Psychology), Ph.D., University of Tennessee, 2002
Dawn A. Morales (Psychology), Ph.D., University of California San Diego, 2003
Jane A. Stafford (Psychology), Ph.D., State University of New York
- Binghamton, 2002
Sarah B. Stevens (Psychology), Ph.D., West Virginia University,
2008
Edward J. Callen, Ph.D., Department Chair
Thomas L. Boyd, Ph.D., Psychology Graduate Program Director
Distinguished Professors Emeriti
1. Understand principles of psychology and how they are
applied.
2. Understand a diversity of theoretical perspectives.
3. Interpret and apply statistical and research techniques
4. Understand professional, legal and ethical principles as
they pertain to professional conduct and responsibility.
5. Understand and develop skills in assessment procedures
and intervention strategies.
The degree program reflects a commitment to the Council of Applied
Master’s Programs in Psychology (CAMPP) model of practitioners
who bring scholarship and reflection to their work, and an understanding of diversity in clientele, methodology, and application. The
USC Aiken Master of Science Degree in Applied Clinical Psychology
program is approved by CAMPP, and is accredited by the Masters in
Psychology Accreditation Council (MPAC).
The USC Aiken Psychology Department is committed to recruiting
students representing a variety of societal subgroups and subcultures.
Department of Psychology Faculty
The psychology faculty come from all parts of the country and bring
a broad array of expertise to the program. They are not only
respected scholars in their field but also excellent communicators who
bring a sense of adventure to the classroom. They actively involve
students in their quest for answers to psychology’s frontier issues.
Among the topics which are currently being studied by faculty and
students are the nature of fear, artificial intelligence, mental
retardation, parenting and attachment, stress and alcohol, assessment
and treatment of childhood affective disorders, and explorations of
the nature of self-esteem.
Professors
Edward J. Callen (Psychology), Ph.D., Northern Illinois University,
1986
Keri A. Weed (Psychology), Ph.D., Notre Dame, 1984,
Carolina Trustee Professor
Associate Professor
Maureen H. Carrigan (Psychology), Ph.D., State University of New
York - Binghamton, 1998
168
Thomas L. Boyd (Psychology), Ph.D., State University of New
York-Binghamton, 1978
O. Joseph Harm (Psychology), Ph.D., Vanderbilt University, 1975
William J. House (Psychology), Ph.D., University of South Carolina,
1974
Professor Emerita
Emilie Towler (Psychology), M.A., University of Rochester, 1948
Admission
Application
Application forms for admission to graduate studies may be obtained
from the Department of Psychology Office, Room 226 of the
Penland Administration Building or the USCA Graduate Office in
Room 101-A of the Penland Administration Building. Candidates for
graduate studies are required to hold a baccalaureate degree in
accordance with the general regulations of the University of South
Carolina Aiken. Admission may be granted at one of three levels:
a.
Full admission status: Applications with
satisfactory scores on the Graduate Record Examination (General
and Psychology), satisfactory references and undergraduate records
indicating good academic performance.
or
b.
Provisional status: Applicants who intend to
seek a graduate degree, but lack sufficient requirements for full
admission status. Provisional students must attain a 3.0 grade point
average during the first 12 credit hours to be eligible for full
admission.
If after the completion of any semester of the provisional enrollment, it is determined that the student will be unable to achieve a 3.0
grade point average during the course of the first 12 credit hours, the
student will be disenrolled.
or
c.
Non-degree status: Applicants who do not
intend to seek the USCA M.S. degree or who intend to transfer to
another college or university. Students admitted under the nondegree status must attain full admission status if they wish to enroll
for more than 12 hours or for applied core or advanced courses.
Applicants whose native language is not English will need a
satisfactory score on the Test of English as a Foreign Language
(TOEFL). The minimum acceptable score is 550 on the standard or
213 on the computer-based version.
The curriculum is designed to allow students to pursue their degree as
either part-time or full-time students.
A non-refundable application fee of $40 is required of all first-time
applicants to the USCA graduate program.
Graduate Programs
T
he Master of Science Degree in Applied Clinical Psychology
provides graduate study and clinical experience in
preparation for careers in applied clinical and counseling
settings and as a foundation for students interested in pursuing
advanced doctoral studies. Students enrolled in this program are
expected to pursue a plan of study to assure increased professional
competence and breadth of knowledge in the field of clinical and
counseling psychology. The degree objectives are designed to enable
the student to:
Appeals for Admission. An appropriate hearing board will provide
each student with an opportunity to challenge the content of
University records, to ensure that the records are not inaccurate or
misleading and to provide an opportunity for the correction or
deletion of any inaccurate, misleading, or otherwise inappropriate
data contained therein. Such requests should be made through the
Graduate Advisory Council at USCA. For additional information on
the admissions appeal process, please refer to the USCA Graduate
Policies and Procedures Manual.
The Master of Science in Applied Clinical Psychology degree
requires:
1.
2.
Valid period of admission. Admission to the Graduate School is
valid for one year unless a shorter period is specified by a particular
program. If an admission has not been acted upon by a student after
one calendar year, the student must reapply for admission.
Students who have been admitted to a graduate program under
regulations other than these, and have not completed any USCA
graduate courses during a period of three or more years are required
to fulfill current admission requirements prior to returning to the
University for additional graduate work. Such students become
subject to regulations of the Graduate Program to which they are
admitted in effect at the time of readmission.
The University reserves the right to decline admission, to suspend,
or to require the withdrawal of a student when, for any reason, such
action is deemed to be in the interest of the University.
3.
Successful completion of an approved program of study
providing a minimum of 45 hours of graduate credit. (A
student’s official program of study must be approved by the
Director of the Graduate Clinical Programs and Psychology
Department Chair.)
Practicum/course requirements to include at least 600 clockhours of applied/clinical experience. These hours can be earned
through course/practicum requirements and supervised
professional clinical assistantship opportunities (when
available). These training experiences are to be distributed
among individual/group therapy, assessment, and professional
consultation activities.
Successful completion of a Master’s Thesis.
Graduate Assistantships
Eligible students may receive a graduate assistantship, which includes
monetary support in addition to significantly reduced tuition for
both resident and non-resident students. Assistantship experiences
are generally available in applied clinical/community settings.
A C A D E M I C REGULATIONS
International Student Admission. Students who have earned a
degree or taken any courses in countries outside the US, must have
an official transcript evaluated by a professional evaluation service.
This evaluation must be forwarded directly to the USCA Graduate
Admissions Office from the evaluation service. (A list of several
professional Evaluation Services can be obtained from the USCA
Admissions Office or found on the USCA web site at: www.usca.edu/
admissions). Students will not be considered for admission until this
evaluation is received.
Degree Admission Requirements:
Acceptance by the Department of Psychology will be done on the
basis of the applicant’s total academic profile. That includes:
1.
A completed application to the Graduate Office, University of
South Carolina Aiken.
2. A bachelor’s degree from an accredited institution with at least
15 hours in psychology.
3. Transcripts of all undergraduate and graduate work (3.00
overall undergraduate G.P.A. preferred).
4. Three letters of recommendation, with at least two from
faculty at academic institutions.
5. A written personal statement of intent describing professional
goals.
6. Satisfactory performance on the Graduate Record Examination
[1000 GRE (Verbal and Quantitative), and 450 GRE
(Advanced Psychology) preferred].*
*To be considered for admission, scores submitted for the Graduate
Record Exam requirement must have been posted by the applicant
within the five years prior to application.
All graduate students should be familiar with the following general
regulations governing graduate study at the University of South
Carolina Aiken.
The students may expect to be allowed to obtain a degree in
accordance with the requirements set forth in the regulations in force
at the time they are admitted to degree candidacy, or under
subsequent regulations published while they are enrolled as degree
candidates. However, students are restricted in the choice of
requirements of one specific bulletin. Graduate students in master’s
programs have a period of six years inclusive and continuous in
which to claim the rights of a specific bulletin. Students are advised
that unforeseen circumstances may interfere with the scheduling of
any given course or degree offering. Students will be required to take
such developments into account as they arise, even if doing so means
a delay in the fulfillment of some of their academic goals, or a
modification of those goals. The school will work closely with
students facing such problems, in an effort to resolve them with a
minimum of difficulty.
Graduate students in the Masters Degree Program in Applied Clinical
Psychology have a period of six years to complete the degree
requirements. Students who have not completed the degree
requirements by the completion of their sixth year will be removed
from the program. As in all instances, appeals and petitions related
to these regulations will be reviewed first by the academic unit, then
by the USCA Graduate Advisory Council, and finally forwarded to the
USCA Executive Vice Chancellor for Academic Affairs for approval.
Graduate Advisement
Graduate Programs
Every graduate student admitted to a degree program will be advised
by the Psychology Graduate Program Director.
Students admitted as “non-degree” or “provisional” students are also
advised by the Psychology Graduate Program Director.
169
Graduate Program of Study
Academic Standards
Every graduate student should file a Program of Study form.
Program forms may be obtained from the Psychology Graduate
Program Director. Master’s degree students should file their program
forms during the first semester of study.
After the completion of nine hours of coursework in the USCA M.S.
Psychology program, a minimum grade point average of 3.0 must be
maintained to remain in good standing in the degree program. If the
grade point average falls below 3.0 in any semester, a probationary
period will begin in which the student must raise the grade point
average to at least 3.0 within the next 9 credit hours of coursework.
Failure to attain a 3.0 in this period will result in the student’s
termination from the degree program. Students may not enroll in
practica, research, or thesis during the probationary period.
A Program of Study form is a written agreement signed by the
student, the Graduate Program Director, and the Department Chair.
This formal agreement serves a number of purposes to the benefit of
the student and the University: it causes students and advisors to
engage in early planning with specific goals in mind; it provides
useful information for the planning of course offerings; it facilitates
subsequent advisement; and it protects students in the event of
unexpected curriculum or faculty changes. Although formal programs
are binding, they can be modified or replaced by new programs if
conditions warrant such changes. The procedure for change is similar
to that for filing the original program and usually requires the same
series of signatures. Degree students are entitled to the advantages of
a Program of Study and should take the necessary steps to secure
them at the appropriate time.
Graduate Student Handbook
Graduate Handbook. All graduate students are issued a USC Aiken
Psychology Department Graduate Student Handbook which
provides additional information about the academic program, stipend
opportunities, faculty research areas and opportunities, and career
planning information.
Courses
Admission to courses. Admission to graduate courses is always
subject to departmental consent. Courses numbered 600-799 are
restricted to graduate students.
Prerequisites. Prerequisite courses are listed to inform students
about the academic background recommended for satisfactory course
completion. The Department Chair or the Graduate Program
Director may approve the enrollment of students who have acquired
the equivalent knowledge or skills through other courses or
experiences. Special permission to enroll should be requested from
the Department Chair or the Graduate Program Director prior to
registration.
Course Loads
A student may enroll for a semester load not to exceed 12 graduate
hours. To register for more than 12 hours, a student must obtain
course overload approval from the department chair/school head. A
student is classified as a full-time student for academic purposes with
nine or more hours during a fall or spring term and three hours during
a summer session.
Graduate courses other than Psychopathology and the Applied Core
Course Requirements may be passed for degree credit with a grade as
low as C, but the student’s average on all courses attempted for
graduate credit must be at least a 3.0. If the student earns a grade
below a C on any course, that course must be repeated in order to
earn degree credit (C or better). Psychopathology and the Applied
Core Course Requirements must be passed with a grade of B or better.
If the student earns a grade below a B, that course must be repeated
in order to earn degree credit (B or better). All registrations will
appear on the student’s permanent record and all grades will be
computed in the student’s grade point average. Course credit for
graduation will be given only once unless otherwise stipulated in the
course description. Students must have a minimum grade point
average of 3.0 in order to graduate from the degree program. Grades
earned on credits transferred from other universities do not count in
the grade point average.
APSY 798 and 799 are graded on a pass-fail basis, and are not
included in the overall grade point average. Students will receive a
‘T’ letter grade, signifying satisfactory performance for each
semester that they are enrolled in APSY 799. A ‘U’ letter grade will
signify unsatisfactory performance, and will not count toward degree
requirements. If, at the completion of 5 hours, the student has still
not completed the thesis requirements, that student will be required
to maintain enrollment in APSY 799 during subsequent semesters
until the thesis requirements are met. Any student who continues to
use University facilities or wishes to confer with faculty on thesis
work must be officially enrolled for at least one hour of thesis credit.
Auditing
Under certain circumstances, graduate courses may be audited by
obtaining prior approval from the Director of the Graduate Program
in Applied Clinical Psychology and the Psychology Department
Chair. No degree credit may be earned in an audited courses. Applied
Core courses may not be audited.
Appeals and Petitions
Appeals and petitions related to programs, regulations, or other
academic matters will be reviewed first by the academic unit then by
the USCA Graduate Advisory Council, and finally forwarded to the
USCA Executive Vice Chancellor for Academic Affairs for approval.
See page 30 for information on relief from academic regulations.
Credit by Examination
Transfer Credit
A maximum of 12 hours of equivalent graduate coursework
completed at other accredited institutions with a grade of B or better
may transfer to the USCA M.S. Psychology degree. However, thesis
and practicum work from institutions other than USCA will not
transfer into the program. The department will make final
determination of transferability of all coursework.
170
Applications for Degrees
All candidates for degrees must file a formal application with the
USCA Office of the Registrar during the last academic term before
graduation. In addition, a Clearance Recommendation for Graduate
Degree Application must also be submitted. Deadlines are indicated
in the Master Schedule of Classes for each term. Diplomas will not be
awarded retroactively.
Both undergraduate and graduate students will find
additional USCA regulations and procedures are printed in
other sections of the Bulletin and the USCA Student Handbook.
Graduate Programs
No graduate credit is offered by examination only.
Program in Applied Clinical Psychology
APSY 640
Social Psychology. (3) An advanced study of
theoretical issues and current research in interpersonal and group factors affecting behavior and
cognition. Topics include the dynamics of group
identification and the formation of subgroups in
American society; social cognition and attitudes
associated with behaviors of conformity, prejudice,
helping, aggression, and other interaction patterns;
and an understanding of societal changes and trends.
APSY 650
Learning, Cognition, and Behavior. (3) An
advanced analysis of current research and theoretical
issues in classical and operant conditioning, and the
study of how cognitive processes influence learning
and behavior. The implications of these learning
processes for behavior therapy will also be addressed.
Core Course Requirements (all required) .............................. 1 5
APSY 610 Developmental .......................................................... 3
APSY 620 Psychopathology ...................................................... 3
APSY 625 Statistics and Research Methods ............................. 3
APSY 640 Social Psychology ..................................................... 3
APSY 650 Learning ..................................................................... 3
Applied Core Course Requirements (all required) ............. 2 1
APSY 600 Ethical and Professional Issues in the Practice of
Psychology .................................................................................... 3
APSY 680 Assessment I .............................................................. 3
APSY 720 Theories and Techniques of Counseling and
Psychotherapy .............................................................................. 3
APSY 725 Group Therapy and Counseling ............................... 3
APSY 780 Assessment II ............................................................. 3
APSY 790 Practicum in Applied Clinical/Counseling
Psychology (2 semesters) ............................................................ 6
Advanced Topics (must take at least one course) ..................... 3
APSY 700 Advanced Topics in Applied Psychology ............... 3
APSY 760 Topics in Neuroscience ............................................ 3
APPLIED CORE COURSES (all required)
APSY 600
Ethical and Professional Issues in the Practice
of Psychology. (3) A historical perspective on the
history and development of clinical and counseling
psychology. Current requirements and professional
trends in the field, including licensing and
credentialing will be examined. A major focus of this
course will include a review of the development of
legal and ethical practice requirements, current legal
and ethical practice standards, and their application
to professional roles and functions.
APSY 680
Assessment I. (3) (Prereqs.: APSY 620 and APSY
625, or consent of instructor). An introduction to
the assessment process. Psychological theories and
psychometric principles associated with the appraisal
process, including issues of reliability and validity and
other psychometric statistics, in addition to
exploring diverse factors that affect the assessment
process. Exposure to various appraisal skills,
including structured and unstructured assessment
techniques will be included. Formal classroom and
applied experiences included.
APSY 720
Theories and Techniques of Psychotherapy and
Counseling. (3) (Prereq.: APSY 620, or consent of
instructor). A study of counseling and psychotherapy
theories and techniques, and their applications to the
psychological disorders and problems of lifestyle.
Theories of consultation, and their application to
diverse professional settings will be examined. A
focus upon process and outcome measures, and
professional/ethical principles associated with client
intervention and consultation will be included.
Formal classroom and applied experiences are
included.
APSY 725
Group Therapy and Counseling. (3) (Prereq.:
APSY 720). The study of theories of group processes
and dynamics, in addition to treatment skills in
various group interventions. An additional emphasis
will be placed upon intervention for focus groups,
covering empirically validated treatment methods.
Formal classroom and applied experiences will be
included.
APSY 780
Assessment II. (3) (Prereq.: APSY 680). Assessment and diagnosis, with a primary focus upon the
application of appraisal/assessment results to the
DSM and the diagnosis of psychopathology, and to
the helping/treatment process, including the practice
of consultation. Various appraisal skills will be
examined, including structured and unstructured
assessment techniques. Formal classroom and applied
experiences are included.
Thesis (two semester minimum) .................................................. 6
APSY 798 Thesis Preparation ................................................... 1
APSY 799 Thesis ......................................................................... 5
Professional Elective (Optional)
APSY 630 Career and Lifestyle Development ......................... 3
APSY 699 Independent Research ........................................... 1-3
APSY 791 Advanced Psychotherapy Practicum .................. 1-3
Total hours required ....................................................................... 4 5
Course Descriptions
Psychology (APSY)
CORE COURSES (all required)
APSY 610
APSY 620
Graduate Programs
APSY 625
Developmental Psychology. (3) A lifespan
approach will be used to explore continuities and
changes from early to later development in physical,
cognitive, and psychosocial domains. Theoretical
perspectives will include personality, learning, social
learning, cognitive-developmental, biological, and
cultural-contextual. Biological and environmental
factors leading to normal and abnormal human
development will be examined.
Psychopathology. (3) An advanced survey of the
major psychological disorders as they are described in
the diagnostic and statistical manual (DSM). DSM
criteria, including the major behavioral manifestations and other dynamics associated with the mental
disorders will be examined. Diverse theoretical
models applied to the development of personality
and psychopathology will be explored. Empirical
findings associated with the nature of mental
disorders and their theoretical models will be
emphasized.
Statistics and Research Methods. (3) Advanced
analysis of applied statistics and research methods in
psychology and the interpretation of statistics and
research designs in the psychological literature. This
includes an understanding of the practical application
of research methods to the evaluation of programmatic research and to professional communication.
Consideration of the ethical treatment of research
participants will be stressed.
171
APSY 790
Practicum In Clinical/Counseling Psychology.
(3) (Prereq.: APSY 720; Prereq. or Coreq. APSY
780; and permission of Department). Class meetings
and individual supervision in the application and
evaluation of assessment, intervention, and
consultation skills in various applied clinical/
counseling settings. Students must repeat this course
for a total of 6 credit hours.
ADVANCED TOPICS (must take at least one course)
APSY 700
Advanced Topics In Applied Psychology. (3)
(Prereq.: Consent of instructor). An in-depth study
of selected topics in clinical/counseling psychology.
Examples may include such areas as cognitivebehavioral intervention, childhood psychopathology,
behavioral medicine, and assessment and treatment
of specific psychological disorders. Students may
repeat APSY 700, but may not enroll in the same
topic twice. Formal classroom and applied experiences will be included.
APSY 760
Topics In Neuroscience. (3) Advanced study of
theoretical and applied issues in the area of
neuroscience, including behavioral pharmacology,
neurological disorders and assessment, and brain
dysfunction.
Note: Students will gain applied/clinical experiences through
practicum courses and specific applied-core courses. Practicum/
course requirements will include at least 600 clock-hours of applied/
clinical experiences. Ongoing supervision of these experiences will be
conducted by appropriate USC Aiken faculty and, when appropriate,
local agency staff and local professionals functioning under the
direction of appropriate USC Aiken faculty.
In addition to formal classroom/practicum training, graduate
assistantships are available for qualified students. These assistantships are provided in professional settings allowing students the
opportunity to gain additional clinical experiences.
THESIS (Two semester minimum required)
APSY 798
Thesis Preparation. (1) (Prereq.: APSY 625 and
consent of department). Development and completion of a thesis proposal. Successful completion of
the course requires thesis committee approval of the
final thesis proposal. (Pass/Fail only)
APSY 799
Thesis. (1-5) (Prereq.: APSY 798 and consent of
department). Independent research and thesis
defense. Students may repeat this course for a
maximum of 5 credit hours toward the degree
requirement.
APSY 630
Career and Lifestyle Development. (3) The
study of career development theories, and how to
apply these theories to assessment issues in career
development, and to issues of counseling and
guidance in lifestyle and career decision making.
APSY 699
Independent Research. (1-3) (with permission
from instructor). Student will conduct an independent research project, under the faculty’s supervision.
Research activity may not be used for thesis credit.
APSY 791
Advanced Psychotherapy Practicum. (1-3)
(Prereq.: APSY 790 and permission of the department). Class meetings and individual supervision in
the advanced application and evaluation of
assessment, intervention, and consultation skills in
various applied clinical/counseling settings. Students
may repeat this course for a total of 6 credit hours.
172
Graduate Programs
PROFESSIONAL ELECTIVES
Faculty Listing
Abraham-Settles, Betty
Instructor, Nursing
M.S.N., Univ. of Phoenix, 2006
Bravo, Maureen
Instructor, Maternal-Child Nursing
M.S.N., Medical College of Georgia, 1997
Abu-Salem, Hani
Associate Professor, Computer Science
Ph.D., Illinois Institute of Technology,
1992
Brockington, Jr., William S.
Professor, History
Ph.D., Univ. of South Carolina, 1975
Adair, Hollis
Lecturer, Exercise Science
B.S., Winthrop Univ., 2001
Adebayo, Arinola O.
Assistant Professor, Accounting
Ph.D., CPA, CMA, Virginia Commonwealth
Univ., 2004
Allen, Gloria
Instructor, Secondary Education
Director, CSRA Hub
Ruth Patrick Science Education Center
M.Ed., Univ. of South Carolina, 1982
Anzuoni, Robert P.
Lecturer, History
M.A., Univ. of Massachusetts, 1993
Armstrong, Carol
Lecturer, Secondary Education
M.Ed., Univ. of South Carolina, 1975
Arnal, Jack D.
Instructor, Psychology
Ph.D., Univ. of Arkansas, 2008
Ball, L. Julia
Associate Professor, Gerontological
Nursing
Ph.D., Univ. of South Carolina/Medical
Univ. of South Carolina, 1997
Barkley, Nancy
Lecturer, Speech Communication
Ph.D., Wayne State Univ., 1971
Bates, Martha
Lecturer, Exercise Science
M.Ed., Univ. of South Carolina, 1993
Benjamin, Jack
Associate Professor, Theatre
M.S., East Texas State Univ., 1979
Thomas F. Maurice Chair in Fine Arts
Burns, Barbara
Lecturer, Elementary Education
M.Ed., Slippery Rock Univ., 1971
Burns, Corey
Lecturer, Dance
B.S., Univ. of South Carolina Aiken, 1996
Burttram, Jill
Lecturer, Reading and Literacy
M.S., Walden Univ., 2004
Butler-Washington, Tammy
Lecturer, Publich Health
M.S., Univ. of South Carolina, 1997
Byington, J. Ralph
Professor, Business Administration
Ph.D., CPA, Univ. of Arkansas - Fayetteville,
1985
Mr. & Mrs. Phinizy Timmerman Chair in Enterprise Development
Calderon, Rayito
Instructor, Spanish
M.A., Univ. of Florida, 2003
Callen, Edward J.
Professor, Psychology
Ph.D., Northern Illinois Univ., 1986
Cannon, Jennifer
Lecturer, Biology
Ph.D., Medical College of Georgia, 2006
Carlson, Eric
Assistant Professor, English
Ph.D., Purdue Univ., 2006
Carrigan, Maureen H.
Associate Professor, Psychology
Ph.D., State Univ. of New York Binghamton, 1998
Chen, Tieling
Associate Professor, Mathematics and
Computer Science
Ph.D., Univ. of Western Ontario, 2001
Beyer, Albin
Professor, Art
M.F.A., Univ. of Arizona, 1980
Choony, Nadeo
Assistant Professor, Chemistry
Ph.D., Univ. of Surrey, UK, 1999
Bliven, Lydia
Lecturer, Elementary Education
M.Ed., Univ. of Pennsylvania, 1984
Clanton-Harpine, Elaine
Lecturer, Educational Psychology/Counseling
Ph.D., Univ. of Illinois, 1972
Botsch, Carol
Associate Professor, Political Science
Ph.D., Univ. of South Carolina, 1988
Claxon, William
Associate Professor, English
Ph.D., Indiana Univ., 1984
Botsch, Robert E.
Professor, Political Science
Ph.D., U.N.C. – Chapel Hill, 1977
Coleman, Bridget
Assistant Professor, Elementary Education
Ph.D., Univ. of South Carolina, 2004
Carolina Trustee Professor
John and Mary P. Grew Chair in American Studies
Brannon, Rebecca N.
Assistant Professor, History
Ph.D., Univ. of Michigan, 2007
Collins, Vicki J.
Instructor, English
M.A., Col. of Mount St. Joseph, 1988
Cook, Patricia R.
Professor, Adult Nursing
Ph.D., Univ. of South Carolina, 1995
School of Nursing Chair in Neuroscience or Surgical
Nursing
Courier, Tonya
Lecturer, Music - Voice
M.M., New England Conservatory,
1985
Courtney, Kenneth
Lecturer, Music - Organ/Piano
M.M., Univ. of SW Louisiana, 1984
Craps, Jami
Instructor, Exercise Science
M.Ed., Univ. of South Carolina, 1995
Dahm, Steven
Lecturer, Exercise Science
B.A., Univ. of Buffalo, 1996
Davis, Priscilla
Instructor, Nursing
M.S.N., Univ. of South Carolina, 2005
Deal, Roger A.
Assistant Professor, History
Ph.D., Univ. of Utah, 2006
Dennis, Allen, J.
Professor, Geology
Ph.D., Univ. of South Carolina, 1989
SCANA Chair in Physical Sciences
DeWitt, Christopher
Associate Professor, Exercise Science
Ph.D., Oakland Univ., 1995
Dillard-Wright, David
Assistant Professor, Philosophy
Ph.D., Drew Univ., 2007
Dorsey, Maggie T.
Associate Professor, Adult Nursing
Ed.D., Georgia Southern University,
2005
Ione Wells Hanly/Bank of America Chair in Nursing
Dorthalina, Michelle
Lecturer, Exercise Science
B.A., Univ. of South Carolina Aiken,
2006
Downs, Carmen
Lecturer, Special Education
M.Ed., Augusta State Univ., 1988
Drew, Bramlett
Lecturer, School Psychology
Ed.S., The Citadel, 2006
Dupee, Don
Lecturer, Music - Organ
M.M.E., Univ. of South Carolina, 1980
Duran, Victor Manuel
Associate Professor, Spanish
Ph.D., Univ. of Missouri, 1988
Dyer, Andrew R.
Associate Professor, Biology
Ph.D., Univ. of California Davis, 1996
Edwards, Denise
Lecturer, Mathematics
M.S., The Citadel, 1997
173
Eidson, Gene W.
Lecturer, Toxicology
Ph.D., Clemson Univ., 1989
Goforth, Thomas
Lecturer, Educational Administration
M.Ed., Univ. of South Carolina, 1972
Higbee, Douglas
Assistant Professor, English
Ph.D., Univ. of California - Irvine, 2006
Eller, Christina H.
Assistant Professor, Library Science
M.L.S., U.N.C. - Chapel Hill, 2004
Gonzalez, Cynthia
Instructor, Mathematics
M.S., Univ. of Charleston, 1993
Himley, James
Instructor, Communications
M.A., Governors State Univ., 1976
Elliott, John
Associate Professor, Art History
Ph.D., Florida State Univ., 1986
Gramling, Lou
Professor, Psychiatric Nursing
Ph.D., Medical College of Georgia, 1991
Hobbs, Thomas C.
Assistant Professor, Library Science
M.L.S., Univ. of Kentucky, 1972
Elliott, Joseph
Lecturer, History
M.A., Appalachian State Univ., 1970
Guy, Holly
Lecturer, Exercise Science
Wellness Facility Manager
B.S., Univ. of South Carolina Aiken, 1996
Holley, Ann
Senior Instructor, Reading Education
M.Ed., Univ. of South Carolina, 1975
Elliott, Peggy O’Neal
Instructor, Communications
M.A.J.C., Univ. of Florida, 1978
Essig, Chris
Lecturer, Music - Guitar
M.M., Univ. of South Carolina, 2008
Fadimba, Koffi B.
Associate Professor, Mathematics
Ph.D., Univ. of South Carolina, 1993
Farr-Weinstein, Phyllis R.
Assistant Professor, Adult Nursing
M.S.N., Medical College of Georgia, 1984
Fekula, Michael J.
Assistant Professor, Management
Ph.D., Pennsylvania State Univ., 1994
Fetterolf, Monty L.
Professor, Chemistry
Ph.D., U.C. – Santa Barbara, 1987
Field, Sandra
Lecturer, Music - Voice
Ed.D., Columbia Univ. Teachers College,
1997
Findley, Mike
Lecturer, Exercise Science
B.A.I.S., Univ. of South Carolina Aiken,
1981
Fornes, Karl F.
Senior Instructor, English
M.A., Univ. of Dayton, 1992
Fortson, Beverly L.
Assistant Professor, Psychology
Ph.D., West Virginia Univ., 2005
Foss, William
Lecturer, Music - Flute, Clarinet,
Saxophone
M.M., Northwestern Univ., 1975
Fowler, Michael
Associate Professor, Graphic Design
Ed.D., Univ. of Memphis, 1996
Mary D. Toole Chair in Art
Hailat, Mohammad Q.
Professor, Mathematics
Ph.D., Univ. of Michigan, 1983
Hammond-Ross, Darcey
Lecturer, Exercise Science
A.A., Erie Community College, 1979
Hampton, Jill
Assistant Professor, English
Ph.D., Southern Illinois Univ. - Carbondale,
1999
Hanlin, Hugh G.
Professor, Biology
Ph.D., Oregon State Univ., 1980
Hanson, Kathleen
Assistant Professor, Special Education
Ph.D., Univ. of Michigan, 2007
Harmon, S. Michele
Assistant Professor, Biology
Ph.D., Univ. of South Carolina, 2003
Harpine, William D.
Professor, Communications
Ph.D., The Univ. of Illinois at UrbanaChampaign, 1982
Harrison, David
Professor, Accounting
Ph.D., CPA, CMA, Virginia Polytechnic
Institute
and State Univ., 1998
School of Business Administration Chair in Global Business
Haskell, Deborah
Assistant Professor, Science Education
Ph.D., Clemson Univ., 2002
Hauer, Kathryn
Lecturer, English
M.A., College of William and Mary, 1985
Heiens, III, Richard A.
Professor, Marketing
Ph.D., Florida State Univ., 1993
Walter F. O’Connell/Palmetto Professorship for Director of
O’Connell Center for Excellence and Technology
Gazda, Julie
Lecturer, Education Leadership
M.Ed., Univ. of South Carolina, 1994
Helsley, Alexia J.
Lecturer, History
M.A., Univ. of South Carolina, 1974
Ge’linas, Patrick
Instructor, Exercise Science
M.S., Univ. of Colorado, 2002
Henderson, Matt
Lecturer, Music - Low Brass
M.M., Lynn Univ. Conservatory of Music,
2007
Geyer, Andrew
Assistant Professor, English
Ph.D, Texas Tech Univ., 2003
Glenn, Susan
Instructor, Chemistry
Ph.D, Univ. of South Carolina, 2001
174
Henson, Trudy K.
Professor, Sociology
Ph.D., Bowling Green State Univ., 1978
Hiers, Sally
Lecturer, Elementary Education
M.Ed., Univ. of South Carolina, 1980
Holmes, Isaac
Lecturer, Music - Voice
M.M., Univ. of Michigan, 1991
Hootman, Harry
Lecturer, English
Ph.D., Univ. of South Carolina, 2004
Humphrey, Teresa Kay
Lecturer, Communications
M.A., San Diego State Univ., 1980
Hunt, Molly
Lecturer, Exercise Science
M.A., Univ. of Maryland, 1991
Hutto, Jack
Lecturer, Creative Arts in Curriculum
M.Ed., Lesley Univ., 2000
Imm, Donald W.
Lecturer, Biology
Ph.D., Univ. of Georgia, 1990
Jackson, Jr., William H.
Associate Professor, Biology
Ph.D., Medical College of Georgia, 1995
Jaspers, David G.
Senior Instructor, Mathematics
M.S., Univ. of South Carolina, 1984
Johnson, Barbara E.
Professor, Sociology
Ph.D., Ohio State Univ., 1985
Johnson, Gwen
Instructor, Mathematics
M.Ed., Univ. of South Carolina, 1982
Johnston, Linda
Professor, Adult Nursing
Ph.D., Medical College of Georgia, 1993
Kalpin, Kathleen
Assistant Professor, English
Ph.D., Univ. of California - Davis, 2005
Kapranidis, Stelios
Assoc. Prof., Math/Comp. Sci./Physics
Ph.D., Univ. of Washington, 1981
Kiesling, William
Lecturer, Secondary Education
M.Ed., Univ. of South Carolina, 1979
Kirkland, Alice
Lecturer, Secondary Education
M.Ed., Univ. of South Carolina, 1975
Koo, Reginald
Associate Professor, Mathematics
Ph.D., Univ. of South Carolina, 1985
Kuck, Douglas
Associate Professor, Sociology/Crim.
Justice
Ph.D., Bowling Green State Univ., 1993
Lacy, Elaine
Professor, History
Director, Honors Program
Ph.D., Arizona State Univ., 1991
Strom Thurmond Chair in Political Science or History
Law, Ilona I.
Senior Instructor, English
M.A., New York Univ., 1974
Leach, Robert T.
Associate Professor, Finance
Ph.D., Kent State Univ., 1997
Leverette, Chad L.
Assistant Professor, Chemistry
Ph.D., Univ. of Georgia, 2000
Levine, Stanley F.
Associate Professor, French/Latin/Yiddish
Ph.D., Stanford Univ., 1984
Lewis, David
Lecturer, Educational Psychology/
Counseling
M.A., Tennessee Technological Univ.,
1978
Lewis, Paul H.
Visiting Asst. Professor, Library Sci.
M.P.A., Univ. of South Carolina, 1986
Li, Rao
Associate Professor, Computer Science
Ph.D., Univ. of Memphis, 1999
Bridgestone/Firestone S.C. Endowed Professorship in
Mathematics/Computer Science
Li, Zenheng
Assistant Professor, Mathematics and
Computer Science
Ph.D., Univ. of Western Ontario, 2001
Lintner, Tim
Associate Professor, Social Sciences and
Comparative Education
Ph.D., Univ. of California - Los Angeles,
1998
Lisk, John
Associate Professor, Health & Phys.
Education
Ph.D., Texas A. & M. Univ., 1980
Longley, Paul C.
Associate Professor, Design and
Technical Director
M.F.A., Univ. of Arkansas, 2000
Manoly, Bruce
Instructor, Mathematics
M.S., California State Polytechnic Univ.,
1982
Marsh, William H.
Professor, Finance
Ph.D., Univ. of South Carolina, 1978
Marshall, Rose P.
Assistant Professor, Library Science
M.L.S., Univ. of Alabama, 1989
Martin, Deidre M.
Teaching Associate, Communications
Ed.D., Univ. of South Carolina, 1995
Matheny, Margaret
Lecturer, Educational Leadership
M.Ed., Univ. of South Carolina, 1992
Mauks, Gary
Lecturer, Exercise Science
B.A., Univ. of Kentucky, 1971
May, Laura N.
Assistant Professor, Psychology
Ph.D., Univ. of Tennessee, 2002
May, Michael D.
Associate Professor, Engineering/Math.
M.S., U.S. Naval Postgrad. School, 1970
McAfee, Tracy
Instructor, Communications
M.A., Ohio State Univ., 1987
McClellan, Sally
Associate Professor, Early Childhood
Ph.D., Univ. of South Carolina, 1992
McCloy, Sandra
Lecturer, Educational Psychology
Ph.D., Univ. of South Carolina, 2004
McDonough, Jo Ellen
Assistant Professor, Community and
Psychiatric Nursing
Ph.D., Univ. of South Carolina, 2003
McGahee, Thayer
Assistant Professor, Nursing
Ph.D., Medical College of Georgia, 1998
McGrath, Leanne C.
Professor, Management
Ph.D., Univ. of South Carolina, 1983
John M. Olin/
Palmetto Professorship in Entrepreneurial Development
Losey, Mary
Lecturer, Music - Piano
M.A., Univ. of Michigan, 1978
Meccia, Lauren
Lecturer, Music - Saxophone
M.M., Univ. of South Carolina, 2007
Lumans, Valdis O.
Professor, History
Ph.D., U.N.C. – Chapel Hill, 1979
Miller, Judy
Assistant Professor, Education
Ed.D., Boston Univ., 1985
Carolina Trustee Professor
Cleora Toole Murray Chair in History
Mack, S. Thomas
Professor, English
Ph.D., Lehigh Univ., 1976
Carolina Trustee Professor
MacPhee, Deborah
Assistant Professor, Language and Literacy
Ph.D., Univ. of South Carolina, 2008
Maltz, Richard
Associate Professor, Music - Composition/
Theory
D.M.A., Univ. of South Carolina, 1991
Miller, Matthew
Assistant Professor, English
Ph.D., Univ. of South Carolina, 2005
Miller, Neil
Instructor, Physics
M.S., Clemson Univ., 1993
Millies, Steven P.
Assistant Professor, Political Science
Ph.D., Catholic Univ. of America, 2003
Mills, Gary
Lecturer, Chemistry
Ph.D., Univ. of Rhode Island, 1981
Morales, Dawn A.
Assistant Professor, Psychology
Ph.D., Univ. of California-San Diego, 2003
Morehouse, Maggi M.
Assistant Professor, History
Ph.D., Univ. of California-Berkeley, 2001
Moseley, Nancy R.
Instructor, Mathematics
M.A.T., Univ. of South Carolina, 1975
Muga, Stephanie J.
Instructor, Biology
Ph.D., Univ. of Texas - Austin, 1995
Murphy, Julie
Lecturer, Educational Psychology
Ph.D., Univ. of Georgia, 1986
O’Dell, Norris L.
Lecturer, Biology
Ph.D., Medical College of Georgia, 1972
D.M.D., Medical College of Georgia, 1975
Ozment, Suzanne
Executive Vice Chancellor for Academic
Affairs and Professor, English
Ph.D., U.N.C. - Greensboro, 1982
Pagal, Alena
Lecturer, Music - Piano
M.M., Univ. of South Carolina, 2007
Pariyadath, Kutty
Associate Professor, Chemistry
Ph.D., S.U.N.Y – Stony Brook, 1977
Parr, Brian
Assistant Professor, Exercise Science
Ph.D., Univ. of Tennessee, 2001
Phillips, Charles
Coordinator, Aiken Elementary Education
Program at USC Salkehatchie
Lecturer, Education Administration
Ed.S., The Citadel, 1981
Pirkle, William A.
Professor, Geology
Ph.D., Univ. of North Carolina, 1972
Pompey, Joyce
Instructor, Adult Nursing
M.S.N., Medical College of Georgia, 1990
Porca, Sanela
Associate Professor, Economics
Ph.D., Univ. of Tennessee, 2002
Prichard, Carla Elizabeth Coleman
Assistant Professor, English
Ph.D., Univ. of North Carolina - Chapel
Hill, 2003
Priest, Jeffrey M.
Professor, Biology
Ph.D., Southern Illinois Univ., 1986
Purvis, Elizabeth
Lecturer, Education - Foundations
Ph.D., Univ. of South Carolina, 1984
Ramsey, David
Instructor, Mathematics
M.A., State Univ. of New York at
Stoneybrook, 1996
Ramsey, Laura
Lecturer, Music - Bassoon
M.M., Eastman School of Music, 2006
Pauline F. O’Connell Chair in Fine Arts
175
Rand, Catherine
Assistant Professor, Music - Instrumental
Director of University Bands
D.M.A., Univ. of Miami, 2007
Redd, Ann
Lecturer, Music
M.M., Converse College, 2002
Reid, Thomas F.
Assistant Professor, Mathematics
Ph.D., Univ. of North Carolina, 1997
Reinhart, Bradley D.
Laboratory Manager/Instructor, Biology
M.S., Univ. of Georgia, 2003
Rhodes, Lynne A.
Associate Professor, English
Writing Assessment Director
Ph.D., Univ. of South Carolina, 1996
Riley, Melissa
Lecturer, Educational Psychology
Ph.D., Univ. of South Carolina, 2001
Rish, Melany
Assistant Professor, Elementary Education
Ph.D., Univ. of South Carolina, 2003
Ritchie, C. Michael
Professor, Management
Ph.D., Univ. of South Carolina, 1993
Robertson, Sharon
Lecturer, Elementary Education
M.Ed., Univ. of South Carolina, 1987
Robinson, Marian
Lecturer, Exercise Science
B.S., Geneva College, 1959
Rodin, Jennifer
Instructor, Mathematics
M.A., Teachers College at Columbia
University, 1990
Roof, Terry A.
Lecturer, Religion
M.Div., Erskine, 2006
Rudnick, Irene K.
Lecturer, Law
LL.B., Univ. of South Carolina, 1952
Ruszczyk, Ronald J.
Instructor, Chemistry
Lecturer, Exercise Science
Ph.D., S.U.N.Y. – Buffalo, 1985
Saine, Jim
Lecturer, English
M.A., Univ. of North Carolina - Chapel
Hill, 1975
Sanders, Christine
Lecturer, Elementary Administration &
Supervision
Ed.S., Clemson Univ., 1984
Sayers, Margaret
Instructor, Spanish
Ph.D., The Ohio State Univ., 1966
Schreiber-Preston, Tracey
Lecturer, Creative Arts in Elementary
Education
M.Ed., Lesley Univ., 2004
Schweder, Windy
Assistant Professor, Special Education
Ph.D., Univ. of South Carolina, 2004
176
Scott-Wiley, Debra
Associate Professor, Theatre
M.F.A., Univ. of South Carolina, 1994
Stevens, Sarah B.
Assistant Professor, Psychology
Ph.D., West Virginia Univ., 2008
Scraper, Joel
Assistant Professor, Music - Choral
D.M.A., Univ. of Missouri - Kansas City,
2006
Strong, Willie
Lecturer, Music - Musicology
Ph.D., Univ. of California - Los Angeles,
1994
Seeger, Roy
Instructor, English
M.A., Ohio Univ., 2000; M.F.A., Western
Michigan Univ., 2005
Sullivan, Clare
Lecturer, Chemistry
M.S., Florida State Univ., 1994
Senn, Amanda
Lecturer, Science Education
M.S., Florida Inst. of Technology, 1984
Senn, Gary J.
Director, Ruth Patrick Science Education
Center
Associate Professor, Science Education
Ph.D., Florida Inst. of Technology, 1992
Syms, Frank H.
Lecturer, Geology
Ph.D., Univ. of South Carolina, 2002
Taylor, Amy
Lecturer, Chemistry
B.S., Univ. of South Carolina Aiken, 2004
Tomlin, Laura
Lecturer, Music - Violin
M.M., Univ. of Southern California, 1986
Shealy, Jr., Harry E.
Professor, Biology
Ph.D., Univ. of South Carolina, 1972
Townes, Jeanne F.
Instructor, Community Health Nursing
M.S.N., Univ. of South Carolina, 2000
Shelburn, Marsha R.
Professor, Economics
Ph.D., U.N.C. – Chapel Hill, 1980
Tuten, Jane H.
Director, Library
Associate Professor, Library Science
M.L.S., Pratt Institute, 1975
Shelburn, William L.
Associate Professor, Marketing
M.B.A., James Madison Univ., 1974
Simmons, Lisa
Instructor, Child Health Nursing
M.S.N., Univ. of Alabama, 1988
Skrupskelis, Audrey
Assoc. Professor, Elem./Early Childhood
Ed.
Ph.D., Univ. of South Carolina, 1989
Tyler, Vernelle
Associate Professor, Elementary Education
Ph.D., Univ. of South Carolina, 1993
Van Pelt, Robert
Lecturer, Geology
Ph.D., City Univ. of New York, 1990
Vieyra, Michelle L.
Assistant Professor, Biology
Ph.D., Univ. of South Carolina, 2006
Smith, Garriet W.
Professor, Biology
Ph.D., Clemson Univ., 1981
Wallace, Jeffrey Bruce
Lecturer, Communications
B.A, Univ. of South Carolina, 1970
Smyth, Thomas
Professor, Reading/Education
Ph.D., Univ. of South Carolina, 1983
Walliser, Iris
Instructor, Adult Nursing
M.S.N., Univ. of Alabama Birmingham,
1973
Westinghouse Endowed Professorship in Instructional
Technology
Southworth, Mary Virginia (Ginny)
Assistant Professor, Photography
M.F.A., Univ. of South Carolina, 1996
Wang, Linda Qingling
Associate Professor, Geography
Ph.D., Univ. of Wisconsin Madison, 1997
Stafford, Jane A.
Assistant Professor, Psychology
Ph.D., State Univ. of New York Binghamton, 2002
Warren, Amanda
Lecturer, English
Ph.D., Western Michigan Univ, 2006
Stangohr, Craig
Instructor, Spanish
M.A., Illinois State Univ., 1980
M.B.A., Univ. of Illinois - Chicago, 1984
Stapleton, Catherine
Lecturer, Music - Voice
M.M., Manhattan Sch. of Music, 1982
Wates, Kathleen W.
Senior Instructor, Accounting
CPA, CMA, M.Acc.,
Univ. of South Carolina, 1991
Weed, Keri A.
Professor, Psychology
Ph.D., Notre Dame, 1984
Carolina Trustee Professor
Steinhaus, Ralph K.
Instructor, Chemistry
Ph.D., Purdue Univ., 1966
Weinstein, Raymond M.
Professor, Sociology
Ph.D., U.C.L.A., 1968
Steinhauser, Michele
Instructor, Adult Nursing
M.S., Univ. of Maryland, 1996
Wernet, Christine
Associate Professor, Sociology
Ph.D., Univ. of Akron, 2000
Stenger, Karl L.
Associate Professor, German
Ph.D., Ohio State Univ., 1984
Whitaker, Mark P.
Professor, Anthropology
Ph.D., Princeton Univ., 1986
Wike, Lynn D.
Lecturer, Biology
Ph.D., Univ. of Illinois, 1987
Wilcox, H. Dixon
Instructor, Business (CIS)
M.S., Georgia State Univ., 1993
Willis, David
Instructor, Communications
M.A., Univ. of Kentucky, 2005
Willoughby, Karin L.
Senior Instructor, Geology
M.S., Virginia Polytechnic Inst., 1975
Wilson, Charmaine E.
Professor, Communications
Ph.D., Univ. of Washington, 1986
Wood, Thomas J.
Assistant Professor, Political Science
Ph.D., Tufts Univ., 2005
Wood Woeber, Kimberly
Associate Professor, Exercise Science
Ph.D., Univ. of Southern California, 1982
Workman, Josh
Lecturer, Music - Trumpet
M.M., Florida State Univ., 2005
Wyatt, Douglas E.
Lecturer, Geology
Ph.D., Univ. of South Carolina, 1995
Yates, James R.
Associate Professor, Biology
Ph.D., S.U.N.Y. – Albany, 1988
Zakkary, Martha
Lecturer, Music - Voice
M.M., Univ. of South Carolina, 1996
Zelmer, Derek A.
Assistant Professor, Biology
Ph.D., Wake Forest Univ., 1998
Zhang, Yilian
Assistant Professor, Mathematics and Computer Science
Ph.D., Univ. of Rochester, 2004
177
Professors Emeriti
Gurr, Henry S.
Distinguished Professor Emeritus
Physics
Ph.D., Case Western Reserve, 1966
Negash, Girma
Distinguished Professor Emeritus
Political Science
Ph.D., Univ. of Colorado, 1982
Harm, O. Joseph
Distinguished Professor Emeritus
Psychology
Ph.D., Vanderbilt Univ., 1975
Owens, Linda C.
Professor Emerita
Communications
M.A., Univ. of South Carolina, 1982
Hochel, Sandra
Distinguished Professor Emerita
Communications
Ph.D., Purdue University, 1973
Phillips, Robert G.
Distinguished Professor Emeritus
Mathematics
Ph.D., U.C.L.A., 1968
Bowdler, George
Professor Emeritus
Political Science
Ph.D., Univ. of South Carolina, 1974
House, William J.
Distinguished Professor Emeritus
Joint Appointment, Psychology/Music
Ph.D., Univ. of South Carolina, 1974
B.M., North Texas State Univ., 1968
Premo-Hopkins, Blanche
Professor Emerita
Philosophy
Ph.D., Marquette Univ., 1974
Boyd, Thomas L.
Distinguished Professor Emeritus
Psychology
Ph.D., Binghamton University, 1978
Huston, III, Frederick P.
Professor Emeritus
Computer Science
M.A., Emory Univ., 1972
Chubon, Sandra J.
Professor Emerita
Community Health Nursing
Ph.D., Univ. of South Carolina, 1986
Hutchins, Elizabeth
Professor Emerita
Nursing
Ph.D., Univ. of Washington, 1978
Cordahi, Ruth H.
Professor Emerita
Educational Psychology
Ph.D., Univ. of Oklahoma, 1974
Kauffman, James F.
Distinguished Professor Emeritus
Education
Ph.D., Univ. of Denver, 1971
Cubbedge, Frankie
Dean Emerita of the Library and
Distinguished Professor Emerita
M.S.L.S., U.N.C. – Chapel Hill, 1969
Key, Janie H.
Professor Emerita
Mathematics/Computer Science
M.S., Univ. of South Carolina, 1985
M.S., Vanderbilt Univ., 1971
Alexander, Robert E.
Distinguished Chancellor Emeritus and
Distinguished Professor Emeritus
of Education
Ed.D., Univ. of South Carolina, 1977
Beth, Jr., John L.
Professor Emeritus
Anthropology
Ph.D., Univ. Interamericana, 1971
Blount, J. Donald
Distinguished Professor Emeritus
English
Ph.D., Univ. of South Carolina, 1973
Cullen, Janice
Professor Emerita
Adult Nursing
Ed.D., Univ. of South Carolina, 1994
Davidson, Phebe E.
Distinguished Professor Emerita
English
Ph.D., Rutgers Univ., 1991
Carolina Trustee Professor
King, Stephen C.
Professor Emeritus
Mathematics
Ph.D., Yale Univ., 1978
Lee, Ann Adele
Distinguished Professor Emerita
Spanish/English
Ph.D., Univ. of South Carolina, 1978
Farmer, James O.
Distinguished Professor Emeritus
History
Ph.D., Univ. of South Carolina, 1982
Lorch, Sue
Distinguished Professor Emerita
English
Ph.D., Univ. of Louisville, 1976
Gardner, Betty
Professor Emerita
Nursing
M.N., Univ. of South Carolina, 1979
Miller, Daniel
Professor Emeritus
English
Ph.D., Univ. of Massachusetts, 1970
Gardner, Stephen L.
Distinguished Professor Emeritus
English
Ph.D., Oklahoma State Univ., 1979
Mitcham, Donald W.
Distinguished Professor Emeritus
Management
D.B.A., Georgia State Univ., 1974
Groves, Trudy G.
Distinguished Professor Emerita
Gerontological Nursing
Ed.D., Univ. of Georgia, 1985
Mura, Parivash
Professor Emerita
Maternal Child Nursing
M.S.N., Medical College of Georgia, 1973
178
Rich, J. Stanley
Distinguished Professor Emeritus
English
Ph.D., Univ. of Alabama, 1979
Riedell, Margaret
Distinguished Professor Emerita
Reading Education
Ph.D., Univ. of South Carolina, 1979
Rogers, Mary Ann
Professor Emerita
Psychiatric Nursing
Ed.D., Univ. of South Carolina, 1988
Roy, Emil
Distinguished Professor Emeritus
English
Ph.D., Univ. of Southern California, 1961
Sanders, William C.
Distinguished Professor Emeritus
Accounting
M.S., Univ. of South Carolina, 1964
Smith, W. Calvin
Distinguished Professor Emeritus
History
Ph.D., U.N.C. – Chapel Hill, 1971
Spooner, John D.
Distinguished Professor Emeritus
Biology
Ph.D., Univ. of Florida, 1964
Towler, Emilie
Professor Emerita
Psychology
M.A., Univ. of Rochester, 1948
Van Alstyne, Arthur J.
Professor Emeritus
Geography
Ph.D., Univ. of Pittsburgh, 1967
Vyas, Niren M.
Distinguished Professor Emeritus
Marketing
Ph.D., Univ. of South Carolina, 1981
Westbrook, John B.
Distinguished Professor Emeritus
Biology
Ph.D., Univ. of Georgia, 1972
Index
Academic:
advisement, undergraduate .................................................... 14, 33
advisement, graduate ......................................................... 161, 169
Assessment .................................................................................... 4 5
common market ........................................................................... 1 1
discipline ........................................................................................ 1 9
Forgiveness ................................................................................... 44
programs ........................................................................................ 4 6
regulations ................................................................... 30, 161, 169
Success Center ............................................................................. 14
Support course descriptions ....................................................... 93
Accounting .................................................................................. 123, 124
Accreditation ........................................................................................... 2
Administration, University .................................................................... 5
Admission ................................................................................................. 7
BSN Completion Track ............................................................. 155
BSN Generic Track ..................................................................... 153
Exercise and Sports Science program ....................................... 106
Graduate program in Applied Clinical Psychology ................. 168
Graduate program in Educational Technology ........................ 165
Graduate program in Elementary Education ........................... 160
International students .................................................................... 9
Non-degree students ....................................................................... 9
Professional Business Administration program ...................... 122
Professional Educational program ........................................... 132
Teacher Certification program ................................................ 130
Advanced placement ............................................................................. 1 0
BSN Completion Track ............................................................. 155
BSN Generic Track ..................................................................... 153
challenge exam/credit by examination ...................................... 3 9
College Level Examination Program (CLEP) ................... 10, 39
Languages, Literatures and Cultures .................................... 11, 64
Allied health professions .................................................................... 121
Americans with Disabilities Act (ADA) ............................ 19, 154, 156
Anthropology ........................................................................................ 7 7
Anthropology and Human Geography, minor ................................... 7 7
AP Examinations .................................................................................. 1 0
Applied Clinical Psychology, Master of Science Degree in ............ 168
Applied Speech Communication requirement .................................... 5 5
Applied Writing Courses ....................................................................... 6 0
Art .................................................................................................... 81, 83
Art history course descriptions ............................................................ 8 4
Art history, minor ................................................................................. 8 3
Art studio course descriptions .............................................................. 8 4
Assessment, academic ........................................................................... 4 5
Dept. of Biology and Geology .................................................... 9 5
Astronomy ........................................................................................... 104
Athletics ................................................................................................. 1 3
Attendance policy ................................................................................. 3 6
Dept. of Psychology .................................................................. 117
Dept. of Sociology ....................................................................... 7 6
Auditing:
admission ....................................................................................... 1 0
courses ............................................................................................ 3 4
Bachelor of Interdisciplinary Studies .................................................. 4 8
Banksia ..................................................................................................... 2
Biology ................................................................................... 95, 98, 140
Biology
cognate ..................................................................................98
minor ............................................................................................. 9 8
Biology and Geology, Dept. of ............................................................ 9 5
Biology, minor ....................................................................................... 9 8
Board of Publications ............................................................................ 1 3
Bookstore ............................................................................................... 1 7
Broken Ink ...................................................................................... 13, 57
BSN program ........................................................................................ 152
Business, minor .................................................................................... 124
Business Administration ...................................................................... 123
Business Administration, School of ................................................... 122
Campus Dining ....................................................................................... 1 7
Cancelled classes .................................................................................... 3 6
Career Services ....................................................................................... 1 4
Certificate Programs ............................................................................. 4 9
Challenge exams .................................................................................... 3 9
Change of campus ................................................................................... 8
Chemistry ........................................................................... 103, 104, 140
Chemistry and Physics, Dept. of ....................................................... 103
Chemistry, minor ................................................................................. 104
Children’s Center ............................................................................... 4, 19
Classification of students ...................................................................... 4 2
Cognate ................................................................................................... 4 7
College Board Advanced Placement (AP) examinations .................. 1 0
College of Humanities and Social Sciences ......................................... 5 3
College of Sciences ................................................................................ 9 4
College Level Examination Program (CLEP) ............................ 10, 39
Communications .................................................................................... 5 5
Communications, Dept. of ................................................................... 5 3
Communications, minor ....................................................................... 5 5
Computer Services Division ................................................................... 3
Computer Science course descriptions .............................................. 112
Computer Science, minor ................................................................... 112
Concurrent:
admission ......................................................................................... 9
enrollment ..................................................................................... 3 4
Conduct policy ....................................................................................... 1 9
Confidentiality of Student Records ..................................................... 4 2
Continuing Education ........................................................................... 5 0
Correspondence courses ........................................................................ 3 4
Counseling Center ................................................................................. 1 5
Course:
grade forgiveness .......................................................................... 3 4
load (graduate) ................................................................... 161, 170
load (Maymester and Summer sessions) .................................... 3 3
load (undergraduate) ..................................................................... 3 3
overload ......................................................................................... 3 3
repetition of .................................................................................. 3 4
substitutions ................................................................................... 3 6
Credit, by examination:
graduate ............................................................................... 161, 170
undergraduate ......................................................................... 11, 39
Credit granted for military experience ............................................... 1 1
Credit, transfer, see Transfer credit
Criminal Justice course descriptions .................................................... 7 8
Criminology and Criminal Justice, minor ........................................... 7 7
Curriculum Laboratory ........................................................................ 130
Davidson, Phebe Creative Writing Prize ............................................ 5 8
Day care .............................................................................................. 4, 19
Degree Audit Reporting System (DARS) ............................................ 3 2
Degree requirements:
Master of Education in Educational Technology ................... 166
Master of Education in Elementary Education ...................... 162
Master of Science in Applied Clinical Psychology ................. 169
undergraduate ................................................................................ 4 7
Degrees offered:
baccalaureate programs ................................................................ 5 1
graduate programs ........................................................................ 5 1
179
Department of:
Biology and Geology .................................................................... 9 5
Chemistry and Physics ............................................................... 103
Communications ........................................................................... 5 3
English ........................................................................................... 5 7
Exercise and Sports Science ...................................................... 106
History, Political Science, and Philosophy ............................... 6 8
Languages, Literatures and Cultures ........................................... 6 3
Mathematical Sciences ............................................................... 109
Psychology .................................................................................. 116
Sociology ....................................................................................... 7 5
Visual and Performing Arts .......................................................... 8 0
Dining Services ...................................................................................... 1 7
Directory Information Definition ...................................................... 4 2
Disability Services ................................................................................. 1 5
enrollment certification .............................................................. 4 1
financial aid ................................................................................... 1 5
Discipline, academic .............................................................................. 1 9
Distance Education:
USC ................................................................................................ 5 0
USCA ............................................................................................. 4 9
Double Major ......................................................................................... 4 5
Early admission ...................................................................................... 1 0
Early Childhood Education ................................................................ 136
Economics ............................................................................................ 126
Education, School of ........................................................................... 129
Educational Technology, Master of Education Degree in .............. 165
Electives ................................................................................................. 4 7
Elementary Education:
graduate program ........................................................................ 159
undergraduate program ............................................................... 136
Engineering .......................................................................................... 110
English .................................................................................... 57, 60, 141
English, Dept. of ................................................................................... 5 7
Enrollment certification ....................................................................... 4 1
Entitlements ................................................................................... 25, 28
Entrepreneurship and Technology, O’Connell Center for (OCET) .. 4
Etherredge Center ................................................................................... 4
Evening Program, School of Business Administration .................. 124
Exercise and Sports Science ...................................................... 106, 107
Exercise and Sports Science, Dept. of .............................................. 106
Extended Campus .................................................................................. 5 0
Faculty listing ....................................................................................... 173
Family Education Rights and Privacy Act (FERPA) ......................... 4 2
Federal Work Study Program ............................................................... 2 7
Fees ......................................................................................................... 2 2
Final examinations ................................................................................ 3 7
Finance ........................................................................................ 123, 126
Financial aid:
and scholarships ............................................................................ 2 5
how to apply ................................................................................. 2 9
Fine arts .................................................................................................. 8 1
Fines ................................................................................................. 22, 23
Fitness Management .................................................................. 106, 107
French ..................................................................................................... 6 4
Freshman admission ................................................................................ 7
General Education requirements .......................................................... 3 1
Geography .............................................................................................. 7 7
course descriptions .......................................................................... 7 8
Geology ................................................................................................... 9 8
cognate .......................................................................................... 9 8
course descriptions ..................................................................... 102
minor ............................................................................................. 9 8
German ................................................................................................... 6 5
Golf Course Services ............................................................................ 123
Grade forgiveness policy ....................................................................... 3 4
Grade point average .............................................................................. 4 1
Grade reports .......................................................................................... 4 1
180
Grading .................................................................................................... 4 0
Graduate Programs
Extended Campus ......................................................................... 5 0
Master of Education Degree in Educational Technology ........ 165
Master of Education Degree in Elementary Education ......... 159
Master of Science Degree in Applied Clinical Psychology .... 168
Graduation .............................................................................................. 4 5
Grants ............................................................................................... 25, 27
Health Requirements .................................................................... 11, 154
History .................................................................................... 68, 71, 142
minor ............................................................................................. 7 0
of USCA ........................................................................................... 2
History, Political Science, and Philosophy, Dept. of ........................ 6 8
Honors:
academic ........................................................................................ 4 4
Program ......................................................................................... 4 7
Psychology majors ..................................................................... 118
Housing ................................................................................................... 1 8
Human Services ...................................................................................... 9 3
Humanities ............................................................................................. 9 3
Humanities and Social Sciences, College of ........................................ 5 3
Humanities General Education Requirement courses ........................ 3 1
Immunizations .............................................................................. 11, 154
Independent study courses ............................................................ 34, 53
Industrial Mathematics ....................................................................... 111
Instructional Services .............................................................................. 3
International Baccalaureate Policy ..................................................... 1 0
Intercultural Programs, Office of ........................................................ 1 5
International Programs ................................................................. 16, 49
International Relations, minor ............................................................ 7 1
International student admission ............................................................. 9
International Studies, minor ................................................................. 7 1
Intramurals ............................................................................................. 1 3
Italian ...................................................................................................... 6 6
James and Mary Oswald Distinguished Writers Series ....................... 5 8
Kaplan Writing Award ........................................................................... 5 8
Language placement ....................................................................... 11, 64
Languages, Literatures and Cultures, Dept. of ................................... 6 3
Latin ........................................................................................................ 6 6
Library .............................................................................................. 3, 16
Library fines .......................................................................................... 23
Literature, minor ................................................................................... 5 9
Major:
change of ....................................................................................... 3 5
double ............................................................................................. 4 5
freshmen ........................................................................................ 3 2
requirements .................................................................................. 4 7
Management ............................................................................... 123, 127
Marketing .................................................................................... 123, 127
Master of Business Administration (MBA) program ........................ 5 0
Master of Education Degree in Educational Technology ............... 165
Master of Education Degree in Elementary Education .................. 159
Master of Science Degree in Applied Clinical Psychology ............. 168
Mathematical Sciences, Dept. of ....................................................... 109
Mathematics ...................................................................... 110, 114, 141
Lab ......................................................................................... 15, 110
minor ........................................................................................... 112
placement test .............................................................................. 1 1
Maymester ............................................................................................. 3 5
Maymester Course Load ....................................................................... 3 3
Media Board ........................................................................................... 1 3
Middle Level Education ...................................................................... 137
Military Science ..................................................................................... 4 9
Minor, requirements .............................................................................. 4 7
Minors, list of ........................................................................................ 5 2
Mission statement:
USC .................................................................................................. 3
USCA ............................................................................................... 1
Music ....................................................................................................... 8 3
course descriptions ....................................................................... 8 6
minor ............................................................................................. 8 3
Music Education .................................................................................... 8 2
Non-degree, admission ............................................................................ 9
Non-Western world studies courses ..................................................... 3 2
Nursing, School of ............................................................................... 152
O’Connell Theatre .................................................................................. 4
O’Connell, Walter F. Center for Entrepreneurship and Technology 4
Orientation ............................................................................................. 1 6
Oswald Review, The .............................................................................. 5 7
Overload, course .................................................................................... 3 3
Pacer Commons .................................................................................... 1 8
Pacer Crossings ...................................................................................... 1 8
Pacer Downs .......................................................................................... 1 8
Pacer Times ........................................................................................... 1 3
Pacer Union Board ................................................................................ 1 3
Parallel Advisement for Transfer Students (PATS) ............................. 8
Parking Fines .................................................................................